DOCUMENT RESUME PS 013 163 Hamby, Trudy; And Others · DOCUMENT RESUME ED 229 099 PS 013 163 AUTHOR...

DOCUMENT RESUME

ED 229 099 PS 013 163

AUTHOR Hamby, Trudy; And OthersTITLE The Child Development Associate Program: A Guide to

Training. (Second Edition).INSTITUTION University Research Corp., Bethesda, Md.SPONS AGENCY Administration for Children, Youth, and Families

(DHHS), Washington, D.C.REPORT NO DHHS-OHDS-82-31171PUB DATE 81CONTRACT DHHS-105-78-1016NOTE 355p.; For related documents, see PS 013 162-166.PUB TYPE Guides Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PC15 PlUs Postage.DESCRIPTORS *Child Caregivers; *Competency Based Teacher

Education; *Criteria; Early Childhood Education;Educational History; Educational Quality; Guidelines;Postsecondary Education; *Preschool Teachers;*Program Development; PrograrkImplementation;*Training

IDENTIFIERS *CDA; Child Development Associate

ABSTRACTThis training guide presents background information

about the Child Development Associate (CDA) program, including adefinition of quality CDA training that incorporates six criteriaestablished by the Office of Child Development. The purposes of theguide are (1) to provi.de a clear and specific description of the CDAcriteria in order to promote design and development of trainingapproaches consistent with these goals, and,(2) to help trainingproject staff determine the extent to which quality training is beingprovided. From a historical perspective, chapter 1 provides adescription of the major components of the national CDA effort.Chapter 2 presents an overview of the key features and elements ofCDA training, while chapter 3 offers an in-depth consideration of thesix CDA trainingcriteria and presents a framework and otherinformation that'can be helpful in implementing a quality CDAtraining program. This third chapter is divided into eight sections:an introductory and a summary section as well as one section for eachof the training criteria. A glossary of CDA terms.and procedures anda list ,of reidurces for CDA programs are appended. (RH)

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EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

LI Thts document has been reproduced asreceived from the person or organizationonginating it

XMinor changes have been mad. to Improvereproduction quality

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3

TheChild Development Associate

Program:A Guide to Training

(Second'Edition)

Fall 198).

This work upon which this publication is based was performed by University ResearchCorporation, 5530 Wisconsin Avenue, N.W., Washington, D.C., 20015, pursuant to ContractNo. 105-78-1016 with the U.S. Department of Health and Human Services, Office of Huma4Development Services, Administration for Children, Yauth,and Families, Head Start Bureau.''The points of view or opinions expressed do not necessarily represent official policy ofthe Administration for Children, Youth, and Families.

SPECIALMESSAGETO READERS

(For further informationabout the CDA program,please contact Chiefof Education Branch.)

CDA is a dream that has come true. It's a reality resulting from a dream forquality care for young children that was conceptualized and presented officiallyby the Office of Child Development in 1971. The approach taken was to focus'.nnquality care in children's piograms by simultaneously increasing both the qualityand the quantity of child care staff. That required: (1).Designing a trainingmethod to improVe the competence of the teachera nd other staff who were alreadyworking with children in child care settings; (2) Defining a route for individualsto enter the early childhood field in addition to the regular college channels;and (3) Developing a,means of awarding a professiOnal credential based on demon-strated competence for those individuals in training and those already workingcompetently with children.

The CDA program has accomplished these three tasks, but there is still a greatneed in the area of providing quality training tp improve the competence of thestaff. This is essential if we:want CDA to reach its maximum liotential. Several

years ago I talked to a group of people about "What CDA Is Not." Now that CDA is

a reality, the time has coMe to talk about "What CDA Is." In this Guide we havedescribed what CDA training is and'have also taken the next step and describedwhat quality CDA training is.

We focus on the CDA Training Criteria--the guidelines that were set forth in thta,-first edition of the CDA Training Guide. Many people Contributed ideas to this

volume. Besides,ACYF and URC staff, CDA trainers and program adMinistrators gavegenerously of their time and expertise. We ,are convinced thatthe CDA TrainingCriteria are still extremely useful, have interpreted arid defined them turther,,

and have included various alternatives for-their application. It is our opinionthat training is at the crux of what CDA Will be and will become. We must provide,.

quality training. We owe it to the profession, to the interns, and most of all,

we owe it to the children.

Chief of Education BranchDevelopment and Planning DivisionHead Start BureauAdministration for Children,'Youth, and Families

400 6th Street, S.W.Washington, D.C. 20201

TABLE OF CONTENTS

Page

Chapter 1: The Child Development Associatef A Professional Credential 1

ChaPter 2: CDA Training--An OvervieW 13,

Chapter 3: Developing and Implementing a Quality CDA Training Program 31

Section 1: Format for Determining Quality of Training 33

Section 2: Training Based on the Competencies 43

Section 3: Valid Credit 81

Section 4: Stipervised Field Work '101

Section 5: Integration of Academic and Field Experiences 127

Section 6: Individualization 149

Section 7:- Flexible Scheduling .173

'Section 8: Summary and Concluding Statements 189

Appendixes

Appendix A:. Glossary of CDA Terms and Procedures 195

Appendix B: Resources for the CDA Program. 203

Kteirat

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The Child Development Associate (CDA) pftgram is a nationwide effort embodying anew concept for training, assessing, and credentialing child care staff. The pro-gram's basic thrust is to improve the quality, of care in programs for young chil-dren by focusing on the competence of the staff. In the CDA program, training,assessment, and credentialing are all based on a set of competencies deemed neces-sary for adults providing comprehensive educational Activities and developmentalcare for young children.

This Guide to Training presents background information about the CDA program:the concept, the Competencies required of Child Development Associates, character-istics, of the training, and the Credential Award System. It is the second editionof an earlier document, The CDA Program: The Child Development Associate, A Guidefor Training.

i"This revised edition retains the generic information presented in the first edi-tion that is still applicable to CDA training. It also incorporates new insightsresulting from program implementation.

In addition to providing background and updated information relative to CDA train-ing, it presents a definition of quality CDA training that incorporates the sixCDA Training Criteria, the guidelines for providing training established by theOffice of Child Development./1/ The assumption is made that the CDA Training Cri-teria are essential to the provision of quality training.

The purposes of the Guide are to provide sufficient clarity and specificity to theCriteria to enable the design and the development of a wide variety of training

This office is now called the Administration for Children, Youth, and Families(ACYF) and will be referred to as such throughout the remaind6t of this document.

PURPOSES OF THISPUBLICATION

3 1 4

ORGANIZATION OFTHIS GUIDE

approaches consistent with the Criteria and to help training projects determine

the extent to which quality training isubeing provided.

The Guide is deSigned to serve a variety of individuals or groups involved withipr

interested in providing CDA competency-based training for early childhood/child

care staff. Such persons oi groups include personnel in States that have adopted

or are planning to adopt the CDA credential into their child care regulations,

college or university personnel developing or providing competepcy-based training

programs for classroom staff working with young children, trainers in Head Start

Supplementary Training (HSST) programs, and,trainers in public and private child

development centers and child care agencies.

These persons or' groups fall into two broad categories. The first category

includes groups or individuals who are interested in or who, are providing CDA

training to or for an agency or individuals. These providers Might be colleges

(four-year, two-year, junior), vocational/technical and other' training institu-

tions, State licensing groups, consortia of colleges and agencies, contractors,

State training and technical assistance offices, and consultantstd The second

broad category includes groups pr individuals who are interested in or who are

training their own staffs. These might be public and private child development

centers (day care, after school care, nursery, prekindergarten; and kindergarten),

child care agencies, home economics departments, State licensing groups (educa-

tion, social services, health), community action agencies, and so on.

Chapter 1 provides a description of the major components of the national CDA

effort in historical perspective. Chapter 2 presents an overview of the key fea-

tures and elements of CM-training. Chapter 3 focuses on an indepth consideration

of the six CDA Training Criteria and presents a framework and the information that

can be used to organize and implement a quality CDA training program. It is

divided into eight sections: an Introductory and summary section as well as one

section for each of the Training. Criteria. Information for each Training Crite-

rion is color-coded to facilitate training program self-study.

416

In the process of CDA program implementation, training staffs have devised variousterms for the role of the CDA intern, or trainee, and CDA field supervisor, ortrainer. To better reflect the innovative nature of CDA training and to differen-,tiate CDA.training terms and procedures from those of the Credential Award- System,the terminology and definitions in the chart that follows will be used throughoutthis document: (Appendix A contains additional CDA terms and procedures.)

Definitions of Key CDA Tminingand CDA Credential Award Sy Stem Terms

CDA TRAINING CDA CREDENTIAL AWARD SYSTEM

CDA,intern

The person (frequently calledtrainee)in CDA training whose,gbal is acquisi-tion of the CDA competencies and theCDA credential.

CDA candidat:

The person Om has been officially regis-tered as a candidate for the CDA creden-tial by the organization responsible forthe CDA Credential Award System.

Appraisal,_initialappraisal, and. .ongoing appraisal

The processes by which training pro-grams and interns themselves make judg-ments about the competence demonstratedby a CDA intern during training.

Assessment

The process by which the organizationresponsible for award of the CDA creden-tial makes judgments about the competencedemonstrated by a CDA candidate.

Field supervisor

The person (frequently called trainer)who teaches, advises, counsels, guides,instructs, and assists CDA interns intheir field work during the trainingperiod.

LAT Advisor

The person (formerly called LAT trainer)who observes and advises the CDA candi-date during the assessment period foraward of the CDA credential.

THE NEED FCOMPETENT

PEIRSONNEL RN

EARLY CHILDHEDUCATIONPROGRAMS

THE CHILDDEVEL PMENT

ASSOCIATE (CDA)

Those'who work with young children know that the key element in any program is the

staff--the adults who teach, supervise, and relate to the children individually

and in groups. This is true in all programs for young children, including Head

Start centers, day care centers, nursery schools, or public schools. Neither the

best facilities, materials, and curriculums nor the best intentions of parents,

program directors, and teachers can guarantee quality child care or effective'edu-

cational programs unless those who deal directly with the children are competent

and dedicated. At present, many individuals who bear primary responsibility for

the education and development of 3ioung children in child care programs may have,

had insufficient preparation for their vital, complex task.

In the early l970's, public enthusiasm for programs such as Head Start, together

with an expressed interest in early childhood education and a growing demand for

nursery schools, day care, and other child care services, resulted in concern

about the availability and competence-of child care personnel. In 1971;1' in

response to this nationwide concern, the Administration for Children, Youth, and

Families (ACYF) initiated the Child Development Associate program.

Child Development Associates, or CDAs as they are commonly called, are represen-

tatives of a professional category created as a result of the national effoii.

They are early childhood professionals who possess the basic competencies needed

to assume primary responsibility for the daily activities of a group of young

children aged 3 through 5 in center-based programs. At the present time the CDA

program is being expanded to include home visitors, family day care providers, and

caregivers working in group settings with infants, toddlers, and handicapped chil-

dren.

The key feature of the CDA concept is that the Child Development Associate creden-

tial is awarded for demonstrated competence, rather than for courses taken, aca-

demic credits earned, or degrees received through more traditional approaches to

professional certification. .Although CDA candidates may have taken academic

courses and earned academic credits and degrees, aw-ard of the CDA credential is

19

based upon a careful assessment of each candidate's demonstratea ability to assumeprimary responsibility for a group of young children.

The CDA program comprises three components. Fir1Jit is based on a carefullydefined set of Competencies that describe ihe Orills and knowledge needed'by aChild Development Associate. Second, it includes training methods and curriculumsdesigned to enable those in training-to acquire the Competencies if they do notalready have them. Third, it includes a Credential Award System that is used toassess performance to determine competence. Those who have been assessed as com-petent receive verification of this accomplishment through award of the CDA cre-dential.

The Competencies for the Child Development Associate are generic definitions ofknowledge and skills needed by individuals to enable them ta take responsibilityfor and work effectively with children aged 3 through 5 in a comprehensive childcare program.. The CDA Competencies are categorized in six broad areas. Withinthese ireas, there are 13 Functional Areas in which an intern must acquire knowl-edge and skills, and Personal Capacities. The Functional Areas and PersonalCapacities are described in Chapter 2.

The Competencies are stated broadly so that they can be used as a framework forstaff development and training programs that meet the needs and preferences oflocal communities, Oe divergent educational views of various child care provid-ers, and the cultural and ethnic backgrounds of the children being served.

The CDA Competencies are now being Used by a number cif colleges and traininginstitutions as a basis for setting up new early childhood pkograms and for adapt-ing existing curriculums. In addition, child care programs are increasinglyincorpcirating the Competencies into their staff training and career developmentactivities. ghe CDA effort has grown and expanded so that the CDA Competenciesare now known not only throughout the United States, but also in other parts ofthe world.

20

CDA Training Pilot Training Programs

The first CDA training effort was the funding of 13 pilot programs to test and

,further refine the Training Criteria and to develop strategies for competency-

based CDA Training. Operating from 1973-76, these pilot training programs devel-

oped a variety of-training materials for dissemination. In 1974, additional pilot

programs were funded to train'bilingual-bicultural CDA's.

22

HSST/CDA Training

In 1973, a second major CDA training effort was initiated. The Administration for

Children, Youth, and Families, through its ongoing Head Start Supplementary Train

ing program, mandated the provision of CDA training to Head Start classroom Staff.

As a result, more than 350 four-year colleges, universities, and community and

junior colleges across the United States became involved in' providing CDA

competency-based training to persons working directly with children in Head Start

classrooms. Current Head Start goals include plans for the long-term incorpOra-

tion of CDAs into Head Start classrooms.

Providers of CDA Training

The number of individuals involved in CDA training is increasing rapidly as are

the number and types of CDA training providers. In addition to colleges and uni-

versities, these now include training and technical assistance organizations and

agencies, Head Start grantees, State and local agencies, and individual contrac-

tors and.consultants.

CDA TrainingAateriSls

As with other facets of CDA training, the number and types of curriculums and

resource materials developed specifically for CDA training are also increasing

rapillly. To support training efforts, ACYF funded a CDA Clearinghouse from 1977-

81 to disseminate CDA training materials.

23

The CDA Consortium

From the outset of the CDA program, leaders in the field of child development andearly childhood education have contributed to the development of the CDA Competen-cies and to the basic design of CDA training and credentialing. A representatiVegroup of national organizations cOncerned faith child developmenX, early childhoodeducation, child care, and teacher training joined together to form the CDA Con-sortium71r-private, nonprofit corporation, which was funded by ACYF in 1972 todesign and develop an assessment and credentialing system.

During its first 3 years, the CDA Consortium staff and members developed a viablesystem for assessing and credentialing child care personnel. The result of theirefforts is the Credential Award System, which went into operation in May 1975.The first CDA credentials were awarded,on July 24, 1975, to 34 persons across thecountry. The Credential Award System has been expanded to include bilingual/bicultural competencies, and Bilingual/Bicultural CDA credentials (Spanish only)have been awarded since 1979.

The CDA National Credentialing Program

The Credential Award System is now being managed by the CDA National CredentialingProgram./2/ In keeping with the original design of the CDA Program to ultimatelyinclude a wide variety of child care staff, the National Credentialing Program isworking on plans to extend the credentialing system to home visitors, family daycare providers, infant and toddler caregivers, and providers of services to thehandicapped.

2Bank Street College of Education, 1341 G Street, N.W., Suite 802, Washington,

D.C., 20005, is administering the current contract for management of the CDANational Credentialing Program.

9

Assessment andCredentialing

2 5"

CDALSLIPPORT The CDA State EffOrt

rl(STEMSSt imulated by program development aZ the Federal level, many States have experi-

enced rapid growth in the number of child care progrims for young children. In an

effort to assist States in enhancing the competence of personnel-in child care

Trograms', the-Ariministration for Children, Youth, and Families, in 1975, initiated

along-range effort to work with individual States to ,encourage them to incorpo-

rate the CDA credential.into their..ehild care regulations. The number of States

that havedone so has been'increasing steadily since that date./3/

JP

4:1

26

Support From Colleges and-Universities

The positive response from four:year colleges and universities, community and jun-

ior colleges, and other training institutions:to the CDA concept has been crucial

to its success. For,these institutions, the CDA program has facilitated such

goals as pioneering innovative training; providing community service; fostering

outreach to other community institutions and State, Federal, and professional

organizations; developing,alternative learning strategies for adults (including

persons with limited prior formal education), and developing flexible approaches

to grantipg course tredits and degrees.

Providihg CDA training has 'broadened the base of institutions' clientele and

changed their traditional role. Institutions have become more intimately involved

ith the surrounding community by relating tollead Start agencies and other commu-

- nity groups desiring CDA training for their classroom staff. Training programs

3As of Fall, 1981, 19 States and the District of Columbia have recognized the CDA

credential by incorporating it into their third care licensure procedUres. These

States are: Arizona,-Illinois, Kansas, Maryland; Michigan., Minnesota, Nevada,'New

Mexico, New York, North Carolina, North Dakota, Oregon, Pennsylvania, South

Dakota, Texas, Utah, Virginia, Washington; and Wisconsin.

for Child Development Associates have given impetUs to, or become part of, out-reach programs such as university extension programs, universities without walls,credit for life experiences, or external degree programs. Restructuring curricu-lums for CDA training'has proven to be a catalyst for constructive change.

As the importance of education and development in the early years of a child'slife gains greater recognition, so will the need for new approaches to trainingchild care personnel. Competency-based training as a means of credentialing childcare staff is one such approach. The CDA program is an effort to provide thenation with an adequate number of professional workers competent to guide thegrowth and development of young children in a variety of settings.

41,

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11P,!11111.2116--

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-

*

INN

h pter 2:Training:An Overview

30

The aim of CDA training is to help interns incorporate the CDA Competencies into CDA COMPETENCYtheir everyday behavior and thus become competent chila caregivers. The CDA Com-

STRUCTUREpetencies are, therefore, the substantive foundation for training, assessment, andcredentialing of Child Development Associates. They were developed by a taskforce of specialists in early childhood education and child development in coop- The CD Com cieseration with the Administration kor Children, Youth, and Families. The Competen-cies have been reviewed by a broad spectrum of groups and individuals under theauspices of the CDA Consortium. They were adopied by the CDA Consortium board ofdirectors as the basis for development of the Credential Award System for ChildDevelopment Associates.

The CDA Competencies are an operational definition of the broad skills staffshould have to foster children's growth and learning in a developmental child careprogram. They are based on widely acknowledged assumptions about children'sdevelopmental needs and are categorized in six broad areas. They are:

1. Setting up and maintaining a safe and healthy learning environment for-chil-.dren.

,

2. Advancing children's physical and intellectual competence.

3. Building the child's positive self-concept and individual strength.

4. Organizing and sustaining the positive functioning of children and adults ina group in a learning environment.

5. Bringing about optimal coordination of home and center child-rearing prac-tices and expectations.

6. Carrying out supplementary responsibilities related to the children's pro-gram.

15

32

Two additional competencies for Child Development Associates working in programs

serving Spanish-speaking children are:

Comprehending and communicating with children and adults in Spanish and

English, and

Supporting children's ethnic identity and self-concepts by making cultural

experiences an integral part of the daily program and supplemental activi-

ties.

The Competencies are-written in general terms so that each training project can

identify the specific skills or Indicators/1/ that are most appropriate for its

particular program, the needs of interns and children, -and the objectives of par-

&its and staff. They can be used as the foundation for training in both urban and

rural settings and in programs that serve diverse social, racial, ethnic, and cul-

tural groups. The Competencies take into account the need for the CDA,to be able

to individualize the program for -each child, to be sensitive to racial, ethnic,

and cultural uniqueness, and to recognize special needs in any other area of the

child's development.

The Competencies are interrelated, and it is important to recognize ,this essential

quality. Teaching is viewed as a whole that is more complex than any one of its

parts. For, example, helping a child learn to climb can aid physical and concep-

tual development and also foster self-esteem. These are different competency

objectives, but, a single caregiver action can advance all three areas of develop-

ment.

In addition to the knowledge and skills needeckby staff working with young chil-

dren, specific capacities for relating effectively to children are essential.

1 See p. 19 for a description of Indicators.

1633

Fiom field observations of practitioners and a review of the literature, severalPersonal Capacities were identified. These are essential complements to the moretechnical aspects of competence.

The Personal Capacities listed-below and summarized in figure I represent patternsof relatedness most relevant to teaching Children in the early years of childhood._Training programs for CDAs should try to develop them in all CDA interns. TheCapacities are:

To be sensitive to children's feelings and the qualities of young

To be ready to listen to children-in order to understand their

To utilize, nonverbal forms and to adapt adult language and style inmaximize communication with the children

thinking

meanings

order to

To be able to protect orderliness without sacrificing spontaneity and child-like exuberance

To be perceptive of individuality and make positive use of individual differ-ences within the child group

To be able to exercise control without being threatening

To be emotionally responsive, taking pleasure in children's successes, andbeing supportive in times of troubles and failures

To bring humor and imaginativeness into the group situation

To be committed to maximizing the child's and his or her family's strengthsand 'potentials.

Personal CapacitiesEssenti ForChild DevelopmentAssociates

Figure 1.

CDA Competency Structure

irmk.Establith

And oaintainsafe andhealthylearning

environment

.1101111011

M=MIlt

AdvancePhysical andintellectualcompetence

S:IX COMPETENCY AREAS

III

Inild poaitive..-..self-concept4041

,itrePSrb

0

4*.F U N

IVPromote

positivefunctioningpf childrenand adultsin A groupenvironment

ICTI-ONAL AREAS

Safe . Physical S. Self-Concept

Healthy . CognitiveIndividUal

iet6. Language Strength

. Creative

Sensitiveto Feelings

andReady toListen

tmotionallyResponsive;

Control

WithoutThreat

V.1ring about

optimalcoordination ofhome and centerchild-rearingpractices andexpectations

10. Social

11. CroupManage-ment

PERSONAL CAPACITIESReceptive of

and MakePositive Useof IndividualDifferences

ImployEnamor and

Imagination;Protect

Spontaneity

VICarry out*

supplementary

responsibilitiesrelated tochildren's

programa

12. Home/Center

MaximiseCommunication

withChildree

1 . Staff

ManisteeChild's AndFamily'sStrengths

3718

The six broad. CDA Competency Areas were further delineated into 13 Functional The 13 Functional Areas,Areas by the CDA Consortium. These Functional Areas genie as a means for directring the focus of observation within the six Competency Areas. At the time ofassessment for credential awar.d, CDA candidates are observed according to these 13areas, and they are also asked to organize a portfolio containing evidence ofdemonstrated competence in each one.

The definition for each Functional Area is the Competency Standard that must bemet by the CDA candidate in the final assessment process. Relationship of Func-'tional Areas to CDA Competency Areas may be,found in figure 1.

In the proposed system to extend the.CDA Competencies, training methods, and thecredentialing system, wording of some of the Competency Areas and Competency Stan-dards and some of the Functional Area names is slighly different. The readershould contact ACYF or the CDA National Credentialing Program for updated infor-mation.

Further delineations of the Competency Areas that provide-a basis for classifyingand categorizing observations of the CDA intern (or CDA candidate) in the 13 Func-tional Areas are the Indicators. They are a means of organizing information inthe Functional Areas and for making judgments as to whether an intern is ade-quately meeting the Competency Standard for a gkiven Functional Area.

The Indicators are types of activities or behaviors that indicate the intern isdemonstrating competence or performing competently. rndicators are examples ofcompetent performance. The relationships between the specifics of the intern'sperformance in the child care setting, the Indicators,the Functional Area Compe-tency Standard, and the CDA Competencies are presented in figures 2, 3,.and 4.

Figure 2 shows one Competency Area with its designated Functional Areas and theirdefinitions--the Competency'Standards. In.figure 3, a further delineation of the

3819

The Indicators

39

Functional Area "Cognitive" is presented with'a corresponding list of sample Indi-

cators. In figure 4, examples of specific activities are listed for one Indica-

tor. An int4rn might use one or more of these qctivities as documentation for the

Indicator.

40

20

ADVANCES PHYSICALand. INTELLECTUAL

COMPETENCE

41

Figure 2. -

Competency. Area IIwith Its FamCstional Areas

FUNCTIONAL AREA COMPETENCY STANDARD ,

2.1 PHYSICAL Intern provides a variety of appropriate equipment, activi-ties and opportunities to promote the phWcal development ofthe.fchildien.

2.2 COGNIT/VE Inten provides,activitiee and experiences'which encourage. questioning, probing and problem-solving skills appropriateto the developmental level-"and lgarning style of the chil-dren.

2.1 LANGUAGE Intern helps children-acquire and use language as a means ofcommunicating-their thoughts and feelings and of understand-

.

ing others.,

CREATIVE Intern prOvides a'variety of appropriate experiences andmedia that stimulate-children to explore and express theircreative abilities. 0

;

21 42

CDA COMPETENCYAAREA.

2

ADVANCES PHYSICALand INTELLECTUAL

COMPETENCE

racTioNAL AREA2.2

COGNITIVE

Example Indicators

Figure 3.

Functional Area, Cognitive,

with Example Indicators

Example Indicators

2.2.1

2.2.2

2.2.3

2.2.4

2.2.5

2.2.6

2,2.7

2.2.8

2.2.9

Intern:

Uses a variety of methods to determathe cogeitive developmentallevel and learning style of individual children.

Provides activities thit are appropriate to individual cognitive level

and learning style of the children.

Provides activities and materials that develop children's learning

modalities (sensory, physical, perceptual-motor, kinesthetic).

Uses questioning and problem-solving techniques to promote expanded and

divergent thinking.

Provides challenging experiences that stimulate curiosity and motivate

children's learning.

Provides feedback to children that encourages independent thinking.

Provides materials and activities to promote development of cognitive

operations (classifying, seriating, comparing, contrasting, memorizing,

generating hypotheses).

Provides activities and materials for 'acquiring cpncepts about the

world (mathematics, science, social studies).

Uses ongoing center youtines and activities to encourage children's

cogn ive growth.

'22

4 4

'CDA COMPETENCYAREA2-

ADVANCES PHYSICALand_INTELLECTDAL

-COMPETENCE!

FuNCTIONAL AREA=

COGNITIVE

INDICATOR 2.2.1

Intern uses a Varietyof methods tb deter-mine the cognitivedevelopmental leveland learning style ofindividual children.

Example Activities

Figure 4.

Furnlinnal Area4 Cognitive

Specific Activities to Document One Indicator40

Example Activities

Intern keeps an ongoing case record on each child and analyzes it onmonthly basis for cognitive, social emotional, and physical growth anddevelopment.

Intern uses developmental checklists to determine cognitive Aevelopmentallevel and learning style of indtvidual children.

Intern interacts with each child on a one-to-one basis during block build-ing, easel painting and in the science and other learning centers to deter-mine cognitive developmental level and learning style.

Intern has devised a game incorporating touch, sight, and sound to infor-mallY determine learning style and preferred modality(ies) of individualchildren.

Intern seeks assistance from mental health specialists when formal cognitiveassessment is called for.

23 4 6

TI-14 CDA TRAINING When first conceptualizing CDA training, ACYF personnel and child care prbfession-

als made certain assumptions about teaching and learning. These were that:CRITERIA

4 '7

1. Education of adults should provide for individual differences in experienceand learning.

2. Supervised field experiences are essential to leArning and provide opportu-nities for making direct application of knowledge.

3. Length of time in training should relate to individual needs in acquiring anddemonstrating competence.

Based on these assumptions, CDA training guidelines were formulated and were usedby the originaLCDA pilot projects in the design and implementation bf innovative'

training approaches. These training guidelines later became part of the ACYF pol-

icy requirements for incorporating CDA training into Head Start SupplementaryTraining programs. The CDA Training Criteria specify that:

1. The training should be based on the CDA Competencies and should lead to their

acquisition.

2. Valid credit should be provided fot training.

3. Fifty percent or more of the intern's total training time should be'spent in

supervised field work.

4. Training should be organized so that academic and field work are an integra-

ted set of experiences.

5. Training should be individualized according to each intern's strengths andneeds with respect to acquisition ofthe CDA Competencies.

24 4 8

6. Training should be flexibly scheduled so that length of training time variesaccording to each intern's rate of'acquisition of the CDA Competencies.

Figure 5 illustrates the basic design of CDA competency-based training and theinterrelatedness of the three major components of the CDA program: CDA Competen-

,cies, CDA training, and CDA assessment and credentialing. The CDA Competenciesare the basis for both the training and the assessment. An initial appraisal ofthe intern's strengths and training needs wi,th respect to acquisition of the CDACompetencies is made upon training program entry, and ongoing appraisals are con.-tinued throughout the training period. Individualized training plans are'devel-oped at the outset of training and updated as training proceeds. These plans must

be consistent with the other Training Criteria: training base'd on the CDA Compe-

tencies; provision of valid credit, supervised field experiences, integration ofacademic and field work, and flexible scheduling.

During the training period, which varies from 2 months to 2 years depending onprevious experience and individual rate of competency acquisition, the intern andthe field supervisor operate in a team relationship. The interns take equalresponsibility for their own learning, make ongoing self-appraisals about personallevel of skill in demonstratingsompetence, and share responsibility for decision-making in setting up their own individualized training plans.

In the assessment process for credential award, emphasis is also on a team rela=tionship during the Local Assessment Team (LAT) meeting. As a member-of thatteam, the intern, now the CDA candidate, has an equal voice in making judgments 0

and has an equal vote. Consistent with CDA training procedures, the-assessmentprocess focuses on the candidate's acquisition and demonstration of the CDA Compe-

tencies.

4J 25

BASIC DESIGN OFCDA TRAINING ANDASSESSMENT

50

Figure 5.

Basic Design of CDA Training and Assessment

CDA TRAINING,

, ,ASSESSMPT ANDCREDENTIALING

Initiir4ppraisa1by

Training Teas(Field Supervisor

and Intern)

Ongoing Appraisal

byTraining Team

(rieXd SupervisorfAcademicInstructor and Intern)

1111Assessment

byLocal Assessment Team

(Candidate, Parent, Advisorand CDA National Cre,lentialiag

Program Represeatative)

INDIVIINIALIZEDTRAININGPLAN s ,Training B scred on

Competencies y

Supervised Field %mktIn gration of Academic

Field Experienceslexible Scheduling r'--

Valid Credit

CDAENTIAL

',WARD

e

26 52

a

A basic difference between the CDA approach and the a proach to professlional pre-paration in many teacher education programs is that awa d of the CDA craential isbased solely on demonstrated competence rather than on numbers of acaddmrc coursestaken, credits earned, and degrees conferred: The conc4t of demonstrated compe-tence is also nherent in CDA training and distinguishes it from other forms oftraining.

The following list indicates additional differences between CDA and other types of

training:

Training program entry and exit requirements

Academic course work

Extent of required field experiences

Relationship between academic and iield work

Length of training time

Certification procedures

Involvement of training institutions.

Figure 6 presents the major differences 'between approaches in CDA training pro-grams and those generally taken in teacher education programs and highlights the

CDA Training Criteria.

27

COMPARISON OFCDA COMPETENCY TRAININGAND OTHER TRAINING

Entry

Academic Work

Field Experience

Relationship of Theoryto Practice

Time

Exit

Certification

Institution involved

Figure 6.Differences Between CDA Training Programs

and Teacher Education Programs,

Highlighting CDA Training Criteria

Teacher Education Programs

Standards set by institution--entrance examinatIon, high school diploma. All students

- begin program according to academic calen-dars.

Stipulated for all students. Academic workincludes cdurses in child development, teach-ing methods, and general,academic require-ments, such a history, science, sociology.General academic work usually precedes educa-tion courses.

Practice teaching follows academic coursework. Field experience usually limited induration.

Usually does not occur until the culminationof the training during practice teaching.

2-4. years.

Standards established by the institution--completing the academic program with accept-.,.,\able or satisfactory grades.

Degrees, certificates, or credentials awardedto student by institution.

Colleges, community and junior colleges, anduniversities.

28

CDA Training Programs

Open eligibility--Intern must be atleast 17 years old or have high schooldiploma; must meet local health require-ments for working with children.Interns enter training when openingsbecome available.

Individually designed to meet eachintern's needs. Each intern given aninitial entry appraisal to deterMine hisor her strengths or training needs withrespect- to the Competencies. CDA Compe-tencies are basia for academic work.

Training Criteri% .

Flexible Scheduling

Training Based on theCompetencies.

Individualization

.Academic and supervised field work occur Supervised FieldWOrksimultaneously. Field,work comprises 50percent or more of total training time.p

Academic theory thoroughly integrated --Integration of Academic

with field eXperiences. Both academic and Field Experieacesand field experiences based on specificset of Competencies designed for CDAs.

Varies according to intern's progress.Two years is an, expected maximum foracquiring the Competencies.

Standard met by successful acquisitionof the CDA Competencies. Assessment ofdemonstrated competence executed throughthe Credential Award System.

Child Development AsSociate credentialawarded to intern by CDA National Cre-dentialing Program.

Colleges, community and junior colleges,and-universities--in cooperation with,and in addition to, wide variety ofother organizations interested in train-ing for-child care staff.

5 6

Flexible Scheduling'

Individualization

Flexible Scheduling

Training Based tin theCompeteaqes

CDA training allows for prograj uniqueness due to diversity in geographic loca-

tion, cultural and ethnic makeu of children and families served) and program phi-

losophy. Although CDA programs must focus on the acquisition of the CDA Competen-

cies, there is no one set of training activities that each program must include.

There are numerous ways that the CDA Training Criteria can be met. These alterna-

tive,approaches will he discussed at length and related to the topic of quality

training in the chapter to follow.

5729

Section 1:format for

Determining1 of Training

60

This chapter presents an overview and a detaqed description of the six CDA Train- OVERVIEWing Criteria. It carries forth the theme set at the beginning of the Guide thatthe CDA .Training Criteria are essential to the proviSion of quality training. It

also carries forth the philosophy, originally established by ACYF, that there isno one way that the Criteria should be met. Although they provide a.basic frame-work for CDA training, they are stated in broad terms so that training.projectscan meet the needs and preferences of local communities while at the same timemaintaining CDA principles and practices. The term, CDA training project is usedthroughout the remainder of this.document to refer to an institution, an agency,or both, or individuals and groups providing CDA training.

. .4

The information that follows is presented in a format aesigned to facilitate.self= The Vormat as a Tool Forstudy by CDA training providers or consumers. For training project or agency per- Training Project Self-Studysonnel who are interested in setting up a-CDA training project, or who are in theinitial stages, of implementation, *a number of alternatives are presented forimplementing each Training Criterion.

For igencies that are seeking or'are already receiving CDA training for theirstaffs, the information and format can serve as a reference or decisionmaking toolto determine the extent to which the training is focusing on quality through

implementation of the Training Criteria. For training projects that are in fulloperation, it can help to refocus training and improve its quality. For example,

a training project prOfile can be developed and presented in graph form showinglevels of adherence for each Criterion, thus providing a graphic overview of theareas of strength and areas where some need or correction is calledffor.

A training perception-check can also be carried out in which representatives of

all groups involved in the training project (interns, field, supervisors, academicinstructors curriculum developers, field site staff, administrators, and parents)complete an evaluation of the project's adherence to each Criterion. These per-

ceptions could then be compared, and areas of congruence and discrepancy could beused as a basis for modification of training.

356 p

Quality CDA Training

stN

6 3

The format also lends itself to conducting a training documentation effort with

emphasis on the project's approach to each Training Criterion. It is one thing to

say that the training is based on the CDA Competencies. It is another to document

where and how this occurs. .

Training projectt can use /the format as an arientation tool for new staff members orto present information to iggncies seeking information about CDA training. Agencies

or child care groups seeking to purchase CDA training from an outside provider might

use the format for orienting the training provider to optimal CDA training practices.Once agreement about training has been reached and training is ongoing, the trainingconsumer and traininkprovider, working as a team, can use the format as a resource

for monitoring and evaluation of the project.

Basea.on the assumption that there is a relationship between quality CDA training andadAerence to tile CDA Training Criteria, quality CDA training is defined as:

Individualized training that is based on the CDA Competencies, provides a.balance-and integration of academic and field experiences and the award ofvalid credit, and permits CDA interns flexibility in duration and pace oftraining as_they focus on and attain the golof acquisition and demonstra-,tion of the CDA Competencies.

The format to be.presented is a Training Criteria/Key Elements format. Key Elements

have been delineaiea for each of the Training Criteria. These are shown in figure 7.

The Key Elements serve as a focus for making judgments about the training project's

adherence to each of the six CDA Training Criteria.

36

64

Figure 7.CDA Training Criteria/Key Element Format

SIX TRAININGCRITERIA

1 2 3 4 5. 6

Training Valid Individual-Based outhe CM

'CreditSupervised

Field Work

Integrationof AcadeOic

and Field

izationFlexible

Scheduling

Coopetenctar ExPerionrea

cationand Crdina-

Cu iculunStaff

Academicgeettiverwent*Credit

Ignivalencyibleit Trani-

ility

K E Y

ELENENTS

T. Field Site(*)Yield TineFieldSupervision

AcademicliperienceslieldIxparientesIntegration

a Apprais4LearningStyleTrainingPlan

I,* SchedulingCounseling

6 5 6 6

*TRAINING CRITERIADELINEATIONS

09

0

Key Elements and

Their Quality Standards

t-

Figure 8 presents the Tiaining CriteriaAelineations and processes that will be used

throughout the remainder of this document.

Key ElementsStrategiesAlternative Techniques.

TRAINING CRITERIA

Figure 8.

Training Criteria Deli&itions and Processes -

Key Elements

QualityStandards

(Definitions)

The Training Criteria are stated in broad terms. The Key Elements are Vither delin-eations of the broad.terms and serve as a means.Of focusing more specifically on sep-arate dimensiohs or aspects of the broad descriptions-. This specificittis needed inorder to make judgments about a training program's implementation of quality train-ing. ,Each Key Element has been defined, and that definition is the Quality Standardfor that Element.

\-1

Strategies are methods a training project might use to meet the standards for eachKey Element. Each training project should develop its own list in keepingwithits own program philosophy, geographic location, or population to be served,-andconsistent with the provision of quality CDA training as stipulated in the KeyElement Quality.Standard.

Alternative Techniques are the specifiC activities undertaken by a'training pro-ject to carry out a particular Strategy. Some projects might carry out a numberof Alternative Techniques for one Strategy; others might sarry out only one.

s

In the sections that follow, Key Elements and their Quality Standards, Strategies,and Alternative Techniques will be presented for each of the six CDA Training Cri-teria. It should be reemphasized that the list of Key Elements, although repre-senting the thinking of many persons experienced in CDA training, is not all-inclusive. Training pTojects may use some Strategies and Techniques for imple-

'menting- the Training Criteria that differ from those presented herein: Thematerial that follows is presented ara guide to spur thinking, and foster innova-tion and at the same-time maintain CDA concepts and philosophy.

Each Training Criterion will be presented in a separate section that includes:

A graphic overview of the Training Criterion and its Key Elements

A descriptive overview of the Training Criterion and Key Elements with imple-mentation guidelines

Definitions, or Quality Standards, for the Key Elements

Strategies for meeting the Quality Standard for each Key Element

Alternative Techniques that training projects might use singly, or in combi-natidh, to implement a particular Strategy:

39

Strate ies

Alternative Techniques

SUMMARY OFINFORMATIONTO FOLLOW

0

For the purposes of clarity, color coding is used in the left and.right margins todifferentiate each Training Criterion and to highlight information that is focused onwithin a Criterion. A numbering system is also used-to'sho4 relationships betweenKey Elements and Strategies within each Criterion, e.g.:

Training Criterion 1

AKey Elements 1.1 1.2 a

Strategies 1.1,1 1.2.1

1.1.2 1.2.2

Cross-referencing information is included in the color-coded margins'to show rela-

tionships between 'Training Criteria. Alternative Techniques are numbered;

rather, there is a box next to each Technique for checking purposes, to facili-

tate recordkeeping by training program or agency staffs.

40

a

Section 2:Training

ase si on theCompetencie

te

Key Elements and Strategies for Training Criterion 1


TRAINING BASED ON THE CDA COMPETENCIES

Key Element 1.1COMMUNICATION

AND COORDINATION

Strategies1.1.11.1.21.1.31.1,41.1.51.1.61.1,7

Key Element 1.2

CURRICULUM

Add) imistrativeProcedures

Strategies

AcademicContent

Strategies

Materials &

Resources

Strategie&

Modification&Revision

Strategies1.2.1. 1,2.4 1.2.7 1.2.101.2.2 1.2.5 1.2.8 1.2.11

1.2.3 1.2.6 1.2.9

44

74

Key Element 1.3

STAFF

Strategies1.3;11.3.21.3.3

OVERVIEWThe aim of CDA training is to help interns incorporate the CDA Competencies intotheir everyday behavior;fand'thus become competent child caregivers. The CDA Com-petencies are, therefore, the substantive foundation for training.

Training Criterion 1 stipulates that training should be based on the CDA Competen-cies and should lead to their acquisition. Successful planning and implementationof this Training Criterion will have las_ting impact on the quality of CDA trainingthat is provided. The Key Elements and their Quality Standards reflect variedrequirements and activities.

Three Key Elements significant in providing for Criterion 1 are: Communicationand Coordination, Curriculum, and Staff. Communication and coordination proce-dures must be established among the participating groups (agencies, institutions,and departments within agencies and institutions) concerning CDA training content,philosophy, and principles. A curriculum is required in which the academic con-tent and curriculum materials encompass the knowledge, skills, and attitudesembodied in the CDA Competencies and Personal Capacities. The curriculum designmust also incorporate other CDA Training Criteria (i.e., that the training shouldbe individualized with respect to each intern's acquisition of the CDA Competen-cies, should provide valid credit, and so on). Other pertinent activities includethe recruitment, hiring, and training of staff.

Key Element: Communication and Coordination

Training based on the CDA Competencies differs from the type of training that mostindividuals in child development agencies that seek tradning or in the trainingprojects that offer CDA training have experienced. It is therefore important toestablish procedures for communication and coordination at the outset of trainingproject design and development. This will facilitate implementation of this firstCriterion, and also form a foundation for implementation of the other five Cri-teria. All parties should be oriented to CDA training content, philosophy, andprinciples, and should understand their roles and responsibilities concerning theongoing implementation of Training based on the CDA Competencies.

45

CRECERIE)1111Training Based on the

CDA Competencies

EYVERIVIIPPV

iNNIXEMONI'Training Based on the'

CDA Competencies

OVERVIEW

Training projects should establish an active adyisory committee representative of

those constituent groups being served, including parents of young cfii1dren, CDA

interns, and professional and nonprofessional groups and individuals from the wider

community. The training project manager or director should take the lead in insti-

tuting the local advisory committee.

Key Element: Curriculum

Curriculum is, e most complex Key Element of those under Criterion I. The.CDA cur-

riculum shoul encompass all dimensions of the CDA content, address other CDA Train-

ing Criteria, and be consistent with the.CDA concept of demonstrated coMpetence.

Training projects must meet the challenge of addressing the innovative features of.

CDA'and at the same time provide a course structure and crediting system that is

acceptable to members of the academic community.

In order to meet this standard, the curriculum design must take into account, both

organizational and instructional curriculum components such as: administrative pro-

cedures, learning unit format, materials and resources, and learning experiences

(academic and field).

One approach to CDA curriculum development is to modify or revise the early childhood

teacher education curriculum already in place, within the academic institntion. In

this approach, existing course titles, credits, and resource materials are utilized;

however, revisions.are made in the academic content, teaching methodology., and stu-

dent requirements.

Another approach is to design and develop an entire CDA curriculum by starting with

the CDA Competenty/Functional Area structure as the basis for generating the academic

content and with the CDA Training Criteria as the basis for the accompanying teaching

methodology.

A modular format can also be used. Comprehensive modules, based on the CDA Competen-

cies, designate a variety of fiela experiences and provide a variety of options for

46'

78

both the acquisition and demonstration of competence.- Another method ,is to use a"multidimensional!" format, that incorporates courses, modules, and bther learningexperiences such as 'independent study, wbrkshops, and minicourses.

Whatever approach is used, there.should be consistency between CDA program goalsand principles and'the curriculum goals. Curriculum focus should be on providfngfor the interns' acquisition ,and demonstration of CDA,Competencies in an educa-tional process specifically designed for the adult learner.

Key Element: Staff

CDA training requires the careful selection and ongoing traininglof qualified aca-demic instructors, field supervis9rs, and other staff. A central staff member ofthe CDA training team is the field supervisor, a new professional in child caretraining. The field supervisoe Frays a crirc±aL role in all staffing patterns.The academic instructor has responsibility for oordinating with the field super-visor. Both must relate theory tO practice.

The field supervisor conducts initial and.pngoing appraisals of the,intern'sacquisition and demonstrdtion of competence and has responsibilities for teaching,and also for establishing and maintainin$ a team.relationship with, the intern.The teaching takes'many forms: reading and reacting to writeups of assignmentsthat require the application of theory to practice, modeling activities with youngchildren in the child dev.elopment setting, and conducting seminars and workshops.

Staffing patterns vary according to the format chosen for learning units and haveAftplications for staff selection and ongoing staff development programs. In pro-jects using a modul the field supervisor might also be the academicinstructor.

k

In projects using the course format for learning units, the academic instructorresponsible for the course work may or may not become a third member of the train-ing team. In some projects this is not possible because of organizational an

47

Training Based on theCDA Competencies

OVERVIEW

aunnElimmt -

Ttaining:Based .On theCAA Competencies

OVERVIEW

s

1

financial constraints. In those cases the academig.instructor and the field supervi-

sor are in comthunication; however, the field supervisor takes major responsibilityfor coordinating the academic and field experiences and for Mai4taining the training

team relAtonship with the intern.

A number of staffing patterns are applicable when using the.multidimensional formatfor learning units. Field site staff members such as education coordinators mightbecome members of the training team.- Training project personnel other than the field

supervisors or acailemic instructors might also be assigned.responsibility for coor-

dinating the academic and fie,ld experiences.

On the pages that follow, the three Key,Elements (Communicatidn and Coordination,Curriculum, and Staff) are developed further in terms of:

Quality Standards for Key Elements

Strategies that training projects might focus on to meet the Standards

Alternative Techniques, or actiVities, a training pioject might engage in tocarry out a particular Strategy./1/

1The Alternative Techniques are examples of some of the ways training projects can

implement CDA training consistent.with the6Training Criteria. The lists of Alterna-

tive Techniques ate nat to be considered as all-inclusiVe.

48

82

KEY ELEMENTS - QUALITY STANDARDS1.1 Communication Establish and implement a plan for communication and,

and Coordination. coordination .that designates inter-training project,training project/agency, and training project/community

. relationships, roles, and responsibilities concerning theplanning and ongoing operation of training.based on.theCDA Competencies.

1.2 Curriculum

.1.3 Staff

3

Provide a curriculum-that encompasses all dimensions ofthe CDA content, is consistent'with the CDA concept ofdemonstrated competence, and addresses othei CDA,TrainingCriteria.

Provide for an adequate number of qualified staff andtheir involvement in an ongoi g staff development pro-gram.

49

CRITERION 1Training Based on thepik Competencies

KEY ELEMENTSand their

QUALITY STANDARDS

CRITERION 1Training Based on the

CDA Competencies

KEY ELEMENT 1.1Communication and Coordination

QUALITYSTANDARDEatabliah and implement a.plon fOr00muniesti00 and coordination thatdeitignates inter-traininx projecttrainiag projectOgancy, 400 train-flg project/community relationshipsitolas, *ad responsibilities concern7ing the planniat and ontoiag opera-,tion of toittint based on .the CDA.Competencies

STRATEGIES1 . 1 . 1 A paid training project staff member serves in the role of liaison between

the training project and other institutions, groups, agencies, or organiza-

tions.

1.1.2 Orderly plans and agreements are lormalized, in writing, regarding joint

efforts between and within agencies, institutions, and departments, on

- implementation of the CDA Training Criteria.

1.1.3 A method is worked out for reconciling Federal, State, and local program -

requirements and training project practices.

1.1.4 An advisory committee is established that includes representatives from the

training project and a wide variety of persons and groups from the early

childhood/child development community.

1.1.5 InitiV1 and ongoing briefings are held for all groups, departments, and the

advisory committee about CDA training and its implementation.

1.1.6 Advisory committee members are actively involved in a number of project

functions.

1.1.7 Regular project evaluations are conducted that focus on the CDA Training

Criteria and incilde participation of all groups.

50'

ALTERNATIVE TECHNIQUES0 Role and responsibilities of the liaison staff member are fully detailed and coanummil

explained to all groups and individuals involved. Training Based on theCDA Competencies

smirmumummuCommunication and Coordination,

sanNummor1.1

t1Time is provided in the staff member's work schedule for carrying outresponsibilities.

0 Regular briefing meetings are scheduled between the liaison,staff member andthe training project director.

'/51

A paid training project staff memberserves in the role of :liaisonbetween the ;training project aodother .inatitutions4 groups". agen,7cies; pi organizations. '

ALTERNATIVE'TECHNIQUES

QV. 4Cross references: -

Credit Transferability,Steffi,*;).9;;99

4

'CRITERION 1Training Based on the*CM Compelencies

KEY ELEMENT 1.1Communication and Coordination

STKATEGT 1.1.2

Orderly plans and agraments arefOrsalized in writing regardingJoint effort* between and'withinagencia*. instituttonso and depart'

ALTERNATIVETECHNIQUES

Cross references:

Credit Transferability,0. 97-99

Curriculum (Modification andRevision). P.. 73site(s), pp. 109110

Integration, p. 145Scheduling; p. 182

ALTE RNATIVE TECHNIQUE Sa Working relationships are mutually agreed upon prior to their formalization

in writing.

0 Each group has.access to written a reements.

es.

N

Each group is informed in writing of ch es, mutually iiietermided, in plans,

formats, and Procedures. This informat on is attached to existing documents

and plans.

52 9u

ALTERNATIVE TECHNIQUESO Copies of the CDA Training Criteria, and other pertinent requirements are

circulated to all groups prior to project startup and are reviewed by theadvisory committee.

An alternative plan is in place during any interim period in which any nego-tiations take place concerning the meeting of a xequirement (i.e., in meet-ing the training criterion for providing "valid credit," an alternative planmight be "credit banking").

O Interim and long-range plans for reconciling Federal, State, or local pro-gram requirements are submitted to the appropriate agency in writing.

53

(ARanrEitION1Training Based on the

CDA Competencies

KEY-ELEMENT LlCommunication and Coordination

sammumor 1.1.3

A method is worIced out.for reconcil-ing Federal, State, i4d 10ca1 pro-gram requirements and training pro-

4ect Practixes.


Cross references:

Academic Requirements,PP. 88-90

Counse1.zng p 186Credit Trans ferabi2itz

pp. 97-99Curriculum (Administrative

Procedures), pp. 59, 60Scheel, Zing, p. 182Staff, P. 77

aunnOitiorflTraining Base4 en the

CDA C9ppetencieP

REY ELEMENT LiCommunication. aria Coordinatt.on

STRATEGY 1,1

An adVisory cosealttee is establishedthat includes representatives fromthe trairdos Project, and a ',widerearietP of persons and groups fromthe early childhood/child develop-

aent400MR1aitY:.


'

ALTERNATIVE TECHNIQUES0 -The advisory'committee is made up of representatives tr.9111 the training pro-

ject, the participating agency(ies), interns' field sAes, other traininginstitxtions involved, and each of the three State agencies.(Social Services,Health, and Education).

Crvss references-.

Academia Requiremept$, 11- 89Credit ,fransferability,

pp., 97-99Field Site(0, p: 220Scbedu.ling; p. 282Staff, p. 77.

-The following categories are established from which-advisory committee mem-bers are inviied to serve:

The CDA training project (interns, parents, staff)

Interns' field sites (directors, education coordinators, teachers., par-ents)

State agencies (day care licensing, departments of health, education,etc.)

Institutions (public schools, colleges)

Head Start (ditctors, education coordinators, STATOS, etc.)

Child care organizations (early childhood professional organizations,private child care, etc.)

Community representatives (church groups, private business, etc.).

54

e

9 fi

ALTERNATIVE TECHNIQUES.The liaison staff member has responsibility for initial and ongoing-briefing CRITERION1sessions. Training Based on the

CDA Competencies

KEA' ELEMENT lit

Communication and Cdordination

swill/lama 1.1.5

o A plan is formalized concerning regularry-scheduled meetings of representa-

tives from each involved group.

O Records of meetings are circulated to individuals frbfli each groupsby the

group representative.

55

Jnitial and ongoing briefings *reheld for all groups, departments,

..Hand-.44moldvisory committee about CDAtraining and its implementation.

ALTERNATIVTECHNIQUES

Cross references:

AcadeatO Requirements, P. 88Appraisal, p. 257credit Transferability,

Fieldpp.97-99

te(s), PP. 109, 1 0.rntegration, P. 144Staff,

CAUTERIONITraining Based on the'CDA Competencies

KEY ELEMENT laCommunication and CoOrdinatim

STRATEGY 134

Advisory committee members areactively involved in a number ofproject functions.


CrOns references:

Academic Requirersents,pp. 88, 89

counseling, p. 186Credit Transferallil.:!ty,

pp. 97-99currIculux (Materials azzd

Resources), p. 68curriculum (Modification and

Revision), p. 73Field Site(s), p. 208

ALTERNATIVE TECHNIQUESMembers work on three major areas of interest for which they sign up at thebeginning of each program year:

Administration and,Management: initial and ongoing planning; promotionand public relations; field training site identification and selection;and intern selection

Staff: selection and recruitment; training; and consultation

Training Based on the Competencies: curriculum development and revisionand implementation of Training Criteria.

Members are oriented to total program operations and possibilities forinvolvement. They then sign up for involvement in those areas for which theyhave expertise and interest.

56

ALTERNATIVE TECHNIQUES

O The liaison staff member is responsible for.assembling the evaluation cod- CRITERION Imittee and facilitating its functioning and the completion of the evaluation Training Based on the

process. CDA Competencies

An evaluation committee is formed from fepresentatives of each participatinggroup. -

13 The evaluation committee operates under an agreed-upon code of ethics.

Each evaluation committee representative has the responsibility of providinginput and feedback from his or her group to the total committee.

57

KEY ELEMENT 1.1ommunitation and Coordination

STRATEGY 1.1.7

itesular project evaluations are con-ducted that locus on the pm, TraiSfio$ Criteria sad include particiwElmo of all groups._

1ALTERNATIVE 1!TECHNIQUES

Cross references:

Credit Transferability,PP. 97-99

Curriculum (Modification andRevision), P. 7!

Field site(s), 11-Staff, p. 77

CRITERIONITraining Pased-on theCDA Competencies

KEY ELEMENT taCurriculum

(Administrative Procedures)

QUALITY STANDARDProvide a ourriculute- that encoa-paises all dimensions of the CDArOntent, is consistent with tht CDAconcept of deaonstrate4 Cnapetence,and addressee other CDA TrainingCriteria.

STRATEGIES1.2.1 Goals for the training project are established that are consistent with CDA

program goals and alto meet local program needs and goals.

1.2.2 There is an organized plan for structuring learning units so that trainingis based on the CDA Competencies and leads to their acquisition. .The planincludes: a specification of the academic content, materials and resources(written and audiovisual), and learning experifnces (academic and field).

A systematic plan is used to determine the academic content to be includedin the curriculum.

58 1


0 Agency staff, field site staffs, and parents of children at field sites arepolled tio determine local program needs and goals.

0 A curriculum committee identifies training project goals, reviews thesegoals and local programs goals for consistency with CDA program goals, andsubmits report to the advisory committee prior to curriculum development orimplementation.

0 A list of Indicators of competence is developed for each Functional Area bythe curriculum committee. The Indicators are consistent with standards setby the CDA National Credentialing Program and also reflect the local program

needs. The lists are reviewed by the advisory committe prior to curriculumdevelopment.

59


CDA Competencies

KEY ELEMENT 1.2Curriculum

(Administrative Procedures

STRATEGY 1.2.1

Goals for the training, prOject. areestahliahed:thit are 'consistent withCD& Prot* goals and *Iso' meetlecol otogram needi and vela:

ALTERNATIVE 'TECHNIQUES

Cross references:

Communication and Coordina,tion p. 53

Credit Transferability,p4 97

Curriculum (Materials andResources), p. 59

Curriculum (Modification andReVisiont PP. 74 73

Integration, p. 144Training Plan, p. 288


CDA Competencies


(Administrative Procechires)

STRATEGY 1.2.2

,lhore is ..aw..:Ocganite# plan for:structuring 1:earning units 80 thattraining is based -OA :the CDA C04100-tencies and leada to theik acquisi-tion..


Crosa references:

Academic Experiences,pp. 235-237

Academic Requirements, p. 88Credit Transferability;

p. 97Communication and Coordina-

tion, p.53Curriculum (Mfterials and

Resources), p. 68Field Experiences,

pp. 239-242Field Time, p. 226Integration, p. ?46Scheduling, p. 282

105

ALTERNATIVE. TECHNIQUES

O A new course format is used for learning units. Each course is based on aCompetency Area with subunits that cover separate Functional Areas. Con-

tent, materials and resources, and learning experiences have been developedto include the CDA content and competency-based training process.

O Existing early childhood teacher.education courses have been modified to com-pletely encompass CDA.content and training processes.

O Interns take portions of existing coursework that are applicable to CDA Com-petency and Functional Areas. Supervised field work is written up in a sepa-rate syllabus. Content no available in existing courses is provided throughsupplementary seminars, wçrkshops, or independent study.

O A modular format is used. "Modules are based on the CDA Competency and Func-tional Areas, designate a variety of field activities, and provide for theacquisition and demonstration of competence.

O A multidimensional format is used encompassing a variety of learnirig exper=iences and formats applicable to the CDA. Competencies and Functional Areas:courses, modules, workshops, seminars, and independent studSr.

60

106


O Indicator, of Competence in each Functional Area are analyzed to determinetfie attitudes, skills, and knowledge necessary for acquisition and demon-stratiön of the Competencies. Academic content is then identified.

Functional Areas are, analyzed to determine the attitudes, skills, and knowl-edge.necessary for acquisition and demonstratidff of the Competencies. Aca-

demic content is then identified.

O CDA Competencies are analyzed to determine t.he attitudes, skill's, and knowl-

edge necessary for acquisition and demonstration of the Competencies. Aca-

demic content is then identified.

1 061

(11111111I0PilTraining Based on the

CDA Competencies

KiT IMEASINT 1.2Curriculum-

(Administrativt Procedures)

STRAVEGY 1.2.3

A ilitematit plan is used' to deter-mine the academic content to beincluded in the curriculum,

ALTERNAT,TECHNIQ

Cross references:

Integration, p. 1108

41113TERION1Training Based on the

CDA Competencies

KEY IMEAMINTCurriculum

(Academic Content)

QUALITY STANDARDtrovide a curriculum that encom-passes all diMensions of the CDAcontent, is consistent vith the CDAconcept of demonstrated competence,sad addresses., other CD& TrainingCriteria.

STRATEGIES1.2.4 The CDA curriculum content encompasses each CDA Competency Area and the

Functional Areas within each Competency Area.

1.2.5 The CDA curriculum content encompasses the Personal Capacities.

1.2.6 The CDA curriculum content encompasses the bilingual/bicultural competen-cies.

11 0

ALTE RNATIVE TE C HNIQUE S

o Academic content is presented for each broad Competency Area in a separatetraining package. Each training package contains separate modules for theFunctional Areas pertaining to that particular Competency Area.

Academic content is offered in separate courses for each Functional Area.An additional course integrates Functional and Competency Areas.

o Academic content is offered for each major Competency Area through separatecourses that focus on the Functional Areas under each Competency Area.

Academic content pertaining to the CDA Competency and Functional Areas isfocused on in the regular early childhood teacher education courses.

Academic content pertaining to each CDA Competency and Functional Area isoffered through courses, modules, workshops, seminars, and minicourses.

lii63

CRITERION 1Training Based on theCDA Competencies


(Academic Content)

STRATEGY 1.2.4

The COA curriculum content encom-passes each CDA Competency Axes andthe Functional Areas within eachCompetency Area.


'Cross references.:


Credit Equivalency,pp. g2.95

Field Experipncestpp. 138-242

112

ALTERNATIVE TECHNIQUESCRITERION I 0 A training module is available for study of the Persondl Capacities.

Training Based on theCDA Competencies

ILE1( IFEEIWIENT 1.2Curriculum

(Academic Content)

snrimanwt 1.2.5

The CDA curritOmi content encel-pasies the 'Personal Capacities:.

ALTIARATATIME

TECHNIQUES 0 The Personal Capacities are focused on in academic courses covering the Com-- petency and Functional Areas.

O A separate academic course is offered on the Personal Capacities.

Cross references:


Credit Equivalencv,pp. 92-95

Field Experiences,pp. 238-242

O An indepth workshop focuses on-the Personal Capacities.

O The Personal Capacities are focused on in supervised field experiences.

64

114

ALTERNATIVE TECHNIQUESA separate training module is available for each bilingual/bicultural compe- (nRinrEitION 1 ,

tency. Training Based on theCDA Competencies

KEY ELEMENT 1.2Curricul4m

(Academic Content)

STRATEGY 124

A separate academic course is offered that addresses the bilingual/bicul-tural competencies.

The bilingual/bicultural competencies are included and discussed as theyrelate to content and activities in academic courses covering the Competencyand Functional Areas.

"The CAA curriculum content econom-posse; the bilingual/bicultural. cow,petencies.

MIERNATIVETECHNIQUES

onr

Cross references;AcadoliC Experiences,

pp. 1$5-237.The bilingual/bicultural competencies are studied through workshops and Credit Equivalency,

. -minicourses.

pp 9295Field Experiences,

pp. 138-142

,11565

116

CRITERION 1Training Based WI the

CIA Competencies


(Materials and Resources)

QUAtITYSTANDARDptevide a curriculum thai, encom-

passes all diamnsient of the Cacontent-, is consistent with the cruk.coneept of demenstrated competence,'iod addresses ocher, CM Ttainingtriteria.

STRATEGIES1.2.7 A wide variety of curriculum materials and resources overing the Compe-

tency and Functional Areas, Personal Cap cities, a44here appropriate, the.bilingual/bicultural competencies is avaaable.

1.2.8 Curridulum materials and resources not specifically written for CDA train-ing, but that cover content pertinent to the Competency and FunctionalAreas, Personal Capacities, and the bilingual/bicultural cOmpetencis areavailable.

1.2.9 CDA curriculum materials and resources are consistent with other CDA Train-ing Criteria:

Valid credit

Supervised field work ,

Academic/field integration

Individualization

11.exible scheduling.

ALT E RNATIVE TE C HN I QUE S

O Training modules, written and developed by project personnel to reflect theproject's philosophy and training approach, cover the entire CDA content:

The 6 Competency Areas and 13 Functional Areas

Personal Capacities

Bilingual/bicultural competencies.

O Training modules covering the entire CDA content created'and used in anotheiCDA trainiftg project are available to interns.

Supplementary audiovisual materials are available that pertain to Indicatorsin each Competency and Functional Area, the Personal Capacities, and thebilingual/bicultural competencies.

O A slide/tape overview of the CDA Competency and Functional Areas is avail-'able for an orientation to CDA.

O Audiotapes of credentialed CDAs discuss'ing the training and assessment pro-cess are available for study and orientation purposes.

O Video tapes of CDA interns in action at field sites are available for studyby interns and field supervisors.

1 j67

clancEitioloiJraining Based on the

CDA Competencies

DLE1( IlLEIVIENTCurriculum


liaiLMMEGir 113

A.wide variety of curriculum 'uteri-*is add resources covering the toe-petency 4nd Functional Areas,- Per-sonal4apeCities, and where appro-I)riate,, the bilingual/biculturalcoepetencies is available.

'ALTERNATIVE{TECHNIQUES

Cross references:

'Counseling, p. 115?had Operlences, p. 14 JField Slee(s), PP. 122. Ili


CRITERION 1 a Textbopks in early childhood/child development are available through the

Training Based on the , training project library and campus library.

.CDA Competencies



STRATEGY 1.2,8

Curriculum materials'and. resourcesnot specifically mrttien tor CDAtraining, but thit cover COOtentpertinent to' the Competency And:functional AresOi Personal Capita',ties, and the bilingual/bicultural'Competencies are available,,.


Cro Ss references:Comunitation and Coordina-

tion, p. 56-CounseThxy., p. 105Curricu1wa (Modification and

Revision). P. 72Field Site(s), PP. 112, 113

A

Films, slides, and transparencies on° early chiidhood curriculum content(i.e., dramatic play) are available through the campus and community librar-ies.

A curriculum committee is assigned to review materials from professionaljournals to supplement resource materials pertaining to the Competency andFunctional Areas, Personal Capacities, and bilingual/bicultural competencies.

68

ALTERNATIVE TECHNIQUESA crediting system provides for valid-credit upon completion of curriculummaterials associated with academic courses or used singly, such as trainingmodules.

Focus in the curricUlum and resource materials is on'the concept of demon-strated cumpetence according to the CDA Competency Standards.,

O The aca emic content clearly designates the Competency Areas, FunctionalAreas, nd Competency Standards that are addressed in each curriculum docu-ment.

A variety of Lndicators is included in the curriculumFunctional'Areas specified.

materials for the

Many alternative activities are provided for supervised field experiences.

p The roles and functions of the intern and the training personnel are speci-fied in relation to the learning experiences included.

4- 2 69

cmurrummilTrtinins Based on theCDA Competencies

.ILYELEMENT1.2Curriculum


SMATEGY 1.2.1

OA curriculum materials *adresources are coAsistest with otherCDA training criteria: ValidCredit, Supervised field work, Aca-

i-desic/Field intexrati Individ-uslisatios, sad Flexible chedulias.

ALTERNATIVELTECHNIQUES

Cross references:

Credit lquivalency, pp. P3,94

Curriculum (AdministrativeProcedures). pp. 59, 60

Field Time, pp. 116, 118Integration, pp. 146, 147Zearning Style, p. 163Staff, ',13. 78

;;:!


annitum 1 0 Learning experiences are included that clearly relate academic and field

Training Based on the' experiences.

CDA Competencies

KEY ELEMENT 1.2, Curriculum 0 Products are required that could be used for the training_or final assessment

(tateriala and Resources)(LAT) portfolio, and directions are given showing this relationship.

51111111EGY1.2.9Materials are written or presented in such a way as to appeal to interns with

a wide range of educational backgrounds and experiences.CDA curriculum material* and

resourves are consistent with other

CDA training criteria: ValidCredit, Supervised field work, Aca-

demic/Field integration, Individ..

ualization, and Flexible scheduling.


(continued)

Oloss references:

Appraisal, p. 259Integration, pp. 144,'146,

14Learning Style, pp. 163,

l6A 166Schedolin 144 282

125

Written, audio, and audiovisual materials are included that appeal to

interns' individual learning styles.

ci Curriculum materials include instructions for individualization according to

interns' j.ndividual learning rates.

Materials contain directions and provision for pre-, ongoing, and exit

appraisals.

70 126

STRATEGIES

1.2.10 Provision is made for ongoing CDA curriculum and curriculum materialsdevelopment, modification, and revision.

1.2.11 A mechanism is established for obtaining feedback on the CDA curriculumand curriculum materials to serve as a basis for curriculum modificationand revision.

12,71

CRITERION ITraining Based on the

CDA Competencies

KEY ELEMENT 12Curriculum

(Modification and Revision)

QUALITY STANDARDProvide a curriculum that *WM`passes all dimensions of the OAcontent, is consistent Mith the CDAconcept of demonstrated competence,and addresses other OA -naiad.'Criteris.

1,STRATEGIES1

128


CRITERION 1 An active curriculum committee, made up of members of the project's advisory

Training Based on the committee and staff, is responsible for further curriculum development, mod-

CDA Competencies ification; and revision.

KEY ELEMENT 12Curricullia


$TItATEGY L2 10

Provision ia Sado for ongoing OAcurriculum and curriculum materials,develoPient, modification, and revi,sion.


Cross references:

Curriculum (AdministrativeProcedures), p. 59 .'

Curiculum (Materials andResources), 88

Integration, p. 144Staff, p. 78

Designated project staff are assigned the responsibility for curriculum

development, modification, and revision.

O The training project budget Vrovides for further development of curriculum

materials, purchase of new materials, and revision and update of materials.

O The project is kept informed of new CDA and other pertinent training materi-

als through resource centers and professional journals.

72 130

ALTE RNATIVE TE CHNIQUE S

O An evaluation form covering reactions to both the content and training pro- CRITERION 1cess is completed by the interns and trainers upon completion of eich CDA Training Based on thelearning unit. CDA Competencies

.0 CDA trainers provide written feedback to the curriculum committee on a quar-terly basis.

One CDA intern nominated by peers obtains intern feedback for presentationto the curriculum committee.

O Designated CDA trainers and CDA interns who are active members of the cur-riculum committee obtain and present feedback. -

ILEVIILEMIUNT11Curriculum

(Modification and Revision)

STRATEGY 1.2.11

A merbanise is stablished forobtaining feedback oa the CDA cur-riculum and curriculum materiels toserve as a basis for curriculum mod-ification and revision.

1ALTERNATWETECHNIQUES

O A curriCulum committee member who is also on the advisory committee commU- Cross re4errenoes:nicates curriculum modification and revision findings and procedures.

communicagon and Coordinal,tion, ppi. 56, 57

curiculusi (MainistrativePrecedures), P. 59

:Inteorat4on, 0, 144

1 3 11 73

.1103)ANd

CRITERION I'Training Based en the

CDA Competencies

QUALM STANDARDfrevide for Aft adequate number ofqualified ataff and their involve-ment ift *A Ongoint OW developmentprogram.

STRATEGIES1.3.1 Recruitment and selection nf training staff take into accOunt and.reflett

the CDA concept and philosophy.

1.3.2 An appropriate field supervisor-intern ratio (from 1-1,1

to 1-12) is estab-

lished and maintained.

1.3.3 A staff development and training program is established and maintained.

74

134

ALTERNAMVE TECHNIQUESStaff recruitment and selection is% team effort 'involving the Iii-oject staffand representatives from the academic institution, agency, advisory commit-_tee, and interns.

Job descriptions that define roles and responsibilities of personnel interms of CDA concepts and philosophy.are reviewed during.the selection pro-cess.

Training staff members_ are selected baseA on their acceptance of tile CDAconcept of demohstrated competence, the assumptions concerning the adultlearner embodied in the CDA Training Criteria, and,the team relationshipunique'to dDA training and. assessment.

Staff qualifications idclude awareness and understanding of thegroup, _including -bilingual/bicultural and other minority members,intern and community population.

135 75

ethnicin the

cpunrElimpilTraining Based on the

CDA Competencies

ALEIC laminar 1.3Staff

STRMEGY I.3.I

Recruitment and selection,of train-ing staff take into account andreflect CD4 concept* and philosophy.

ALTERNATIVE:TECHNIQUES

Cross references:

AdadeMde Requirements, p. 88Counseling, p. 284

pt.. 97

Communication and Coordina-

Field Supervision, pp. 220,222# 225

136

CRITERION 1Training Based oh theCDA Competencies

KEY ELEMENT 1.3' Staff

STRATEGY 1.3.1

Recruitment and s4ection of train*ing staff take into 'accpunt Ind

_-reflect CDA concepts and philosophy,.


(continued)

.Cross references:

Field Site(s), .p. 112Field Superviszon, pp. 123-

125 .

Field Time, p. 118integration, PP, 1441 245

137

ALTERNATIVE TECHNIQUESField supervisors are required to haye academic backgkound in early childhoodeducation and experience in teaching young children in child deVelopment set-tings.

Field superKisors and academic instructors are selected based on their abil-ity to be a rolte model in the child development setting.

0 Project staff are recruited and selected who are able to take a variety ofroles and responsibilities to insure program continuity during periods ofstaff turnover.

76 .138

AULTE TECHNIQUESField supervisor assignments are made in terms of location to interns andfield sites.

0 Regular appraisals are made of the field supervisor's load and intern's pro-gress.-

0 Agency personnel are used in h supplemental role to maintain thm field sup-ervisor-intern ratio.

-100 An adequate field supervisor salary and work schedule is maintained to pre-vent a high rate of staff turnover.

77

13b

CRITERION 1Training Based an the

CBA Competendies

KEY ELEMENT 1.3Staff

STILATEGY 1.3.2

An appropriate field supervisor -intern ratio (from 1-10 to 1-12) isestablished and maintained.


Cross references;

Communication and Coordina-tion, pp. 53, 54, 57Field Site(s), P. 124

Field Supervision, p. 120Field rime, p. 117

14Cr


CRITERION 1 0 Staff receive an oriegitation and ongoing training on the CDA content as well

Training Based on the as the CDA training process.

CAA Competencies

KEY ELEKIFOT 1Staff

STRATEGY 1,33

A stiff. deVelopment and training,

1:iograst is established ind main?toined,.

$.


Cross references:

Appraisal, p. 156Comunication and Coordina-

tion, p. 55 ,

ComSeling, p., 184curricuZum (Materials and

Resources), p. 0Curriculum (Modifieation and

Revision), 14 72field.Site(s), p 109Field Supervisaon, )1. 220integration, p. 145

O New CDA materials and methods are introduced as they are developed at-the

national, regional, and program levels.

O Staff development and training sessions are set up on a regular basis.

O The project budget provides for keypersonnel to attend national and regionalCDA workshops and pertinent early childhood conferences.

O The project budget provides for the hiring of training consultants.

Staff developmeRt activities include opportunities for field supervisors toshare and process.their experiences With other staff.

78

142

Section-3:Valid Credit

441

Do,

Key Elements and StrategiQs for Training Criterion 2


VALID CREDIT

Rey Element 2..1ACADEMIC

REQUIREMENTS -

Strategies2.1.1

2-1.22.1.3

Key Element 2.iCREDIT

murvAuscr601."1....P070..m.....MMI

Strategie2.2. 1

2.2. 2

2. 2. 3

82 144

TmeamAkurf

Strategies-2.3.1

2.3.3

OVERITilAir

Training Criterion 2 states that valid credit should be provided for CDA training.Valid credit is defined as academic credit that is transferable to other institu- .

tions of higher education, and to other courses of study including degree pro-grams. The Key Elements for this Criterion are: Academic Requirements, Credit

Equivalency, and.Credit Transferability.

Implementation of this Criterion has been controversial throughout the history ofCDA in terms of'the type and amount of credit to be awarded. A source-of contro7

versy has been the CDA training requirement that 50 percent or more of the total

training time should be spent in supervised field work. In some teacher education'

programs kacticum experiences do not receive equal weighting in credits or con-

tact hours with academic course work. InrCDA competency=based training, however,field.experiences are as crucial as academic experiences. Academic instructors'and field supervisors work together to individualize academic content and experi-ences based on field supervision. CDA has legitimized field training. Valid

credit should be provided.

The award of valid credit offers training projects an avenue for "quality" con-

trol. Groups offering CDA training that are not colleges or universities need toestablish a linkage with an academic institution in order to provide valid credit.

Key Element: Academic Requirements

Provision for valid credit is facilitated when training projects can successfully

incorporate CDA training principles and practices into the academic system of

requirements. CDA interns need to be provided for through "regular" proceduresfor registration and issuance of course Cards. Every effort should be made toinclude CDA learning units, whether they are courses, modules, or a combination,in the academic catalog.

A system of grading should be established that meets academic requirements and,

standards and is consistent with CDA philosophy. Interns' levels of demonstrated

competence may need to be translated into letter-grades. The academic semester or

4583

CILITVUON 2Valid,credit

TOVERVIEW

4,1110/1n1 1114)111 2

Valid Credit

019ERVIEW1

quarter grading system will need to be modified to allow for interns to move through

the training program at their own rate, and exit from the training program when they

have acquired the Competencies.

Key Element: Credit Equivalency

'Number of credits for CDA training need to be established, as does a method of grant-

ing credits. Listed below are ways of granting credit for CDA training:

Credit by completion of learning units. Learning units may be courses, modules

or a combination'of modules, workshops, seminars, and independent study. Both

academic work and field experiences can be translated into a specified-Alumber of

credit units and related to new or existing courses or modules, or a combination .

, of both. Academic experiences. can vary widely from formal coursework to field4,

f site seminars, learning modules, and independent study. Field experiences can

also vary, and include observations, field,trips, and ongoing demonstration and

appraisal of competence.

Credit by demonstrating competence according to the CDA Competency Standards (in

catalog terms, credit by examination), with Competencies or Functional Areasbeing translated into academic credits. The underlying assumption here is that

competence is the primary criterion for credit rather than the specific exper-

iences leading to competence.

Credit by recognition of the CDA credential, with the CDA credential considered

as equivalent or as partially satisfying the required block of credits for amajor in early childhood education or child development in any degree program:

associate, bachelor's, master's, or doctorate.

841 4

Key Element: Credit Transferability eTransferability of credit is an important dimension of the valid credit Criterion.CDA training projects should make every -effort to insure not only, that creditaccompanies CDA training, but also that the credit earned...is. applicable to adegree and transferable to other institutions. Some training projects have pro-posed to give credit through external degree programs of affiliated colleges.Other projects have arranged for interns to secure credits upon entry for previous"life experiences" or "significant learning." . Still others advocate the arrange,ment where a student first completes his or her specialization in'early childhoodeducation and child development before taking the broad general education coursesrequired forn, bachelor's degree.

Strategies and Alternative Techniques fOr the Key Elements are presented on thepages that follow.

1 485

a

CRITERION 2Valid Credit

rOVERVIEW1

CliltutlonValid Credit

KEY ELEMENTSand theirQUALITY

STANDARDS

KEY-ELEMENTS QUALITY STANDARDS . 0

2.1 Academic Requirements Establish and implement a plan for incorporating CDA

training principles and procedures into the academicsystem of requirements.

2.2 ,Credit Equivalency Establish and implement a,plan that provides for theaward of academic credit for CDA training and/or abil-

ity to demonstrate the cpA Competencies.

2.3 Credit Transferability Establish and implement a plan for the transfer of CDAacademic credits within and between academic institu-tions.

8615'4),

STRATEGIES2.1.1 The CDA training project is incorporated into the existing departmental

structure of the academic institution.

2.1.2 Provisions are made to enable CDA interns to achieve "regular" ratherthan "special" student status in the academic institution.

2.1.3 Grading policies and procedues are established.

153 87.

tilarnitIONU2Valid Credit

KEY ELEMENT 2.1Academic Requirements

QUALITY STANDARDEstablish and implement a puss ferincorporating CDA trainiag priori-plea and procedures into the at.-demic system of requirements.

[STRATEGIES)



STRATEGY 2.1.1

The COA trainins project is incorpo-rated into the exiating depiiteentalstructure of the academic institu- The CDA curriculum is coordinated Tith existing institutional courses and

course offerings.

ALTERNATIVE TECHNIQUESa CDA courses are included in the academic Catalog.


CipSs reterences:

Communication and Coordina-tion, pp. 55, 56

Curriculum (Administrativeprocedures), p. 60

Field Supervision, p. 124Scheduling, pp. 280, 181staff, 17. 75

CDA field supervisors and CDA academic instructors are selected according toprocedures set for regular faculty.

O Regular briefings of all departments and personnel in the academic institu-tion are held.

,

ALTERNATIVE TECHNIQUESCritetia are established and adhered to in the screening and selection ofinterns.

The on-campus communication reading and writing) skills laboratory is madeavailabie to CDA interns.

0 Interns "bank" their credits until they "pass" or meet eligibility require-ments.

Interns receive credit for "life experiences."

1 6789

aurnalumpl2Valid Credit


STRATEGY 2.1.2

Provisions are made to enable CiAinterns to achieve "regular" retherthee "special"ostudent status is theacademic institution.


Cross references:

Communication and Coordina-

on. Prh 53, 54' 56ZntegrotiOn, zx 147Scheduling, p. 280Training Plan, p. 169

6

ALTERNATIVE TECHNIQUESOUTERION Interns' levels of demonstrated competence are translated into the letter-Valid Credit grade structure.

7"KEY ELEMENT 2.1

Academie Requirements

STRATEGY 2.1.3

1

Gradint poliaestib1is4ed.

ALTERNATIVE, o Demonstrated competence replaces the usual testing system.

TECHNIQUES

Cross references;Credit tquivaienag, 95Communication. and Coordin -

tion, P. 53Zearning Style, p, 264Scheduling, ,pp. 280, 282Training Plan, p. 268

CDA interns are graded on a "pass-incomplete" basis, a grade of "incomplete"being removed when an intern demonstrates competence.

0 CDA course cards and grading are "programmed-in" to the computer system.

90 160

STRATEGIES.2.2.1 In a course format for learning units, interns earn academic cred.its

upon completion of CDA coursss.

2.2.2 In a modular format for learning units, interns earn academic creditsupon completion of CDA training modules.

2.2.3 In a multidimensional learning unit format, interns earn academic cred-its upon completion of supplemental CDA training activities.

2.2.4 Interns earn academic credits by demonstrating competence according tothe CDA Competency Standards.

1 6 I91

CIMPUON 2Valid Credit

KEY ELIMINT 2 ICredit Equivalency

QUALM/ SVANMARDEstibliih andimplesent a plan thatprovides for the award of academiccredit for CDA trainins andjor abil.ity to demonstrate the CD4 Competen-cies.

ORATEGIES

CRITERION 2Valid Credit.

KEY ELEMENT 2.2Credit, Equivaleacy.

STRATEGY 2.2,1

in 4 Courge formOt for learui4uuits$ iaterus card academic credits

40Oit Completion of CDA courses,'


Cross references:

Curriculum (Academio'Con -tent); pp..,63 -65

.Integration, p. 246Scheduling, pp,. 280, 281

163

.4

ALTE RNATIVE TECHNIQUES

0 Interns ea-tn a designated number.of semester-hour credits upon completion ofCDA cOuues, each'course covering one of the CDA Competency Areas and carry-ing a designated number of credits fOr the academjc and.accompanyihg fieldexperiences.

0 Interns earn a designated number of quarter-hour credits upon completion ofCDA minicourses, each carrying an equal number of credits for the academicand accompanying field experiences'. .Minicourses eoVer the,Functional Areas,Personal Capacities, and the bilingual/bieultural competencies.

92

164

ALTERNATIVE TECHNIQUESInterns earn a designated number of quarter-hour credits by completingtraining modules for each major Competency Area, each carrying a designated,number of credits. On-campus orientation sessions are presented prior towork on each Competency Area. .

0 Interns eain a designated number of semester-hour CDA credits by completingCDA training modules, each carrying a designated number of credits. Modulespertain to the CDA Functional Areas, portfolio development, and the PersonalCapacities.

165 93

CRITERION 2. Valid Credit

KEY ELEMENT 2.2Credit Equivalency

STRATEGY 2.2.2

In a nodular- format for learningunits, interne earn academic creditsupon completion of,CDA training mod-

ules,


Cross references:.

Curriculum .(.1eademic C'd4-tent), pp. -634.65,

Curriculum (Materials andResources), p. 69 '-

Integration, P: 146'

Scheduling,. pp. 180t 481-

1 66


'KEY ELEMENT 2.2Credit Equivalency

STRATEGY 213

oAdtidisteniionoI un#foti4t, intorno eora sooxlmoic cred-ita bpou toowletfon of ouppleoeuul:AMA trtiVaq$ "octtoities.


Cross refeie4cei;

Curriculum (Academic Con-tent), PA 63-65

Curriculum tMaterials andPcsourcos), p. 69

integration, 146$e1u1thg pp. 280, 282

167


0 Interns earn a designated number of semester-hour or quarter-hour credits for

workshops, independent study, and seminars that have been identified by

training project ersonnel as augmenting academic content or field experi-

ences pertaining to the CDA Competency and Functional Areas.

Interns earn a designated number of semester-hour or quarter-hour credits for

completing certain portions of early childhood teacher education coUrsework

that pertain to the CDA Competency and Functional Areas.

0 Interns earn a designated number of semester-hour or quarter-hour credits for

completing a field-experience syllabus designed as a CDA supplement for a

required course in the early childhood degree program.

94

168


0 Interns earn a designated number of semester-hbur credits by demonstratingcompetence in each Functional Area, the Personal Capacities, and bilingual/bicultural competencies.

0 Interns are granted a designated number of semester-hour credits on award ofthe CDA credential.

95


KEY ELEMENT 2.2Credit Equivalency

STRAIrEGY 2.2.4

Interns earn academic credits bydemonstrating competence accordingto the CDA Competency Standards.

ALTERNATIVE-LTECHNIQUESi

Orpss referencen::

Academic ileAtoireilento,'p. 90OurricuIwi (Academic COA---7 tent), /44 63-65 .;

1MtegratiOn, 13' 146Schediaing,:pp140, 181.

CLITIORION 2Valid Credit

ALEIFIUMMOUNT243Credit Trosferability

QUALITY STANDARDEmcgibliih and implesent a plan forthe transfer of OA acadewic creditsviolin sod betmeen acade ic institu-

tipna.

STRATEGIES

2.3.1 Two- and four-year colleges.worX cooperatively in the planning and deli-very of CDA training.

2.3.2 CDA academic credits can be transferred (applied) to an early childhood/child development or other degree program within the training institution.

2.3.3 CDA academic credits are transferable between training institutions.

ALTERNATIVE TEeHNIQUESo Joint initial and ongoing curriculum planning occurs between two- and fOur- aimit10ni2

year institutions. Valid Credit

ICEVIALUMNIM3Credit Transferability

o limbers of both two- and four-year colleges are included on the trainingproject's advisory committee.

O CDA trainers meet two- and four-year college requirements for faculty.

1 797

STMIATEGY 2 3.1

Two- and fout-year colleges workcooperatively in the plannins anddelivery of CDA trainins.

ALTERNATIVEiTECHNIQUES, ,

Cross references:

COMMUnication and Coordina-tion, pp 52-57

Curriculum (AdministrativeProcedures), pp..59, 60

Integration, P. 144Staff, pl. 75

1 7.1

f==.1


OUTERION 2 o CDA academic credits can be used to satisfy the required block of credits forValid Credit the early childhood/child development major in the bachelor's degree program.

_

ILE1(1aUFAMENTL1Credit Transferability

SIONATINgi(2.3.2

CDA oodemie credits con be trans-ftrret_and ogled to an early011,660410141d-develogeLent or otherdegree program within eW-troininginotitotion.


cross riferences:

CoMmunication and Coordina-tion, pp. 51-57

O CDA academic credits plus general education course credits are consideredequivalent to an Associate of Arts degree in early childhood/child develop-'ment.

O CDA academic credits can be applied to a "specialist in early childhood"degree program.

O A designated number of the CDA academic credits can be applied to the gradu-ate degree in early childhood/child development.

.A designated number of the CDA academic credits can be applied to "conc&ntA-tion in early childhood" in the graduate program.

98

1761


o CDA academic credits are transferable as mndergraduate credits between all (1NJEVERION12two-year colleges in the State.

CDA academic credits are transferable as undergraduate credits between atwo-year and a four-year eollege.

e'"

o eDA academic credits.are transferable as undergraduate credits among a.con-sortium of two- and four-Year colleges within the State.

Valid Credit

ILE1(11LEAURV1r2.3Credit Transferability

STRATEGY 2.3.3

CDA acadeiic credits are transfer..able between training institutions.

ALTERNATIVE-ITECHNIQUES

o CDA academic credits are'transferable as undervaduate credits between alltwo-year and four-year colleges within the region.

.

'

A designated number of the CDA academic credits are transferable as graduate*credits between lour-year colleges within the State.

99..

6Cross references:

Communication and.Ooordina-tion, pp. 51-57

78



SUPERVISED FIELD7WORK

Key Element 3.1FIELD SITE(S)

Strategies3.1.13.1.23.1.33.1.43.1.53.1.6°

Key Element 3.2FIELD TINE

Strategies3.213.2 .2

3. 2 .3

102

180

rg>.

Key Element 3.3FIELD SUPERVISION

6

Strategies3.3.13;3.23.3.3

OVERVIEW

The third Training Criterion specifies that 50 percent or more of the, intern'stotal training time is spent in supervised field work. Supervised field experi-ences are crucial for helping interns acquire the CDA Competencies. Through theprocess of field supervision, interns apply theory within field-based settings.The CDA field supervisor plays a key role in insuring that the elements of CDAtraining,are effectively integrated. To focus on the complex relationship betweenthe type of field experiences provided, the functioning of the field supervisor,and the provision of quality-CDA training, Strategies and Alternative Techniquesare presented for three Key Elements. They are:

Field Site(s)

Field Time

Field Supervision.

Field Site is the intern's place of employment or the setting in which the interntakes the role of primary caregiver for a group of children. This Key Elementfocuses on the coordination between the training project and -field site staff.The Key Element, Field Time, refers* to implementation of,the 50-percent training-

-t±1ne requirement specified in the Criterion. Field Supervision includes a

description of the roles, responsibilities, and qualifications of the field super-visor.

Field Site(s)

Field sites for CDA traiding include Head Start; Child Development Centers; daycare centers; laboratory schools connected with colleges, universities, highschools,- or ,vocational/technicai schools; kindergartens or pre-kindergartens;extended day care programs; nursery schools; or some combination of several ofthes.e programs. Since supervised field experiences play a major role in helpi,nginterns acquire the Competenc' s, it is important for the intern to function as aresponsible member of the chi d care staff.

103

alLEUEitl()1113Supervised Field W(Sik

OVERVIEW

(NRITERIODI 3Supervised Pield Work

OVERVIEW 1

The CDA credential is awarded based on the individual's ability to take primaryresponsibility for directing the daily activities of a group of children. The

intern, therefore, needs to have experience in the role of the teacher working withchildren. If the intern is working as the assistant teacher, adjustments will needto be made at the field site for the intern to take the teacher's role.

For training projects that work with undergraduates in teacher education programs orother programs serving interns who are not yet employed, a variety of field place-ments need to be scheduled that include differing age groups as well as groups ofchildren who differ ethnically, racially, and socio-economically. Interns shouldalso have opportunities to work in settings similar to those in which they will beemployed or desire to make application for employment. In situations,where the onlyavailable placements for field experience or the interns' job settings may not beideal examples of developmental programs for young children, training projects needto provide supplementary experienCes.

Considering the many facets of CDA training, it is important that training projectsprovide a full orientation for the intern(s) as well as other personnel at the fieldsite(s), such as the Center Director, other teachers, assistant teachers, teacher'saides, and parents.. The Orientation should explain the importance of the site visitsto the intern's progress in acquiring the Competencies, the role of the field super-visor, and implications for other field site staff. To facilitate the ongoingappraisal process, field site observation visits and one-to-one.conferences need tobe scheduled in advance.

Field Time

Strategiespercent orfield work.curriculumapproach.

for the Key Element, "Field Time," focus on the time stipulation that 50more 'of the intern's.total training time should be spent in supervised

This Key Element needs to be approached fre'm three vantage points:design, the individuali2ed training plan, and the project'S

104

the

training

The structural format for learning units might be (1) course, (2) modular, or(3) multidimensional., Each format will require different decisions as to how the

-50-percent training time will be provided for both within and between learningunits%

In addition, training should:, be individualized according to eac intern'sstrengths and needs. Some interns may require more time learning acad mic theoryin gn academic sett.ing, while others may need to spend much more tha -50 percentof the training time applying theory to practice in-the field site se ting. Thiswould call for greater involvement of the field supervisor at the field site.

Since diversity in training agproach is characteristic of CDA trainiand Alternative Techniques should be planned accordingly. Fox e3cgeographic areas CDA training is 100-percent field-based?. Instrafegy must be devised in which the field supervisor also providtraining.

Field Supervision

g, Strategiesmple, in sbmeese cases, a

s the academic

Field supervision should focus on the interns' role as primary caregivers in thechild development setting and promote an indepth understanding o the complexitiesof that role. .It should be geared to interns' strengths and ne ds with respect to-the acquisition of the Competencies, un,ique individual needs, a d the characteris-tics of adult learners.

CDA pilot and other training projects have documentedthe imp rtance of the fieldsupervisor's ability to work with the intern in a team rela ionship. Sensitiveand careful observation 'and evaluation of the intern's work wi h children And reg-ular provision of useful feedback and supportivejtelp in impr ving competence con-tribute to the develnpment of trust and a constructive team lationShip.

105

CRITERION 3Supervised Field Work

OVERVIEW

A positive team relationship fosten the intern's ability to share responsibility for

his or her own learning by conducting self-appraisals, planning the individualized

training plan, and.trying new strategies and experiences.

The CDA field supEirvisor is a key factor in the success of individual interns, in the

overall success of the training project, and thus in improving the quality of care,

for young children.

Just as the CDA is another category of professional child care worker, the CDA field

supervisor is another category of professional early childhood educator. The roles

and responsibilities that have been delineated for this new professional are complex

and diverse.., They carry implications concerning both the type and extent of knowl-

..edge, skills, and attitudes necessary for effective field supervision. These areas

are addressed through the Strategies and Alternative Techniques that follow.

106 1 8

KEY ELEMENTS QUALITY STANDARDS3.1 .Field Sites(s) Provide for on-the-job training at the intern's; field

site(s) and establish and maintain a system for coor-dina_and communication between training project andfield'Tne(s).

3.2 Field Time Set up and coovlinate a flexible, overall plan to imple-ment the 50-percent time requirement for all learningunits and according to individual training needs.

a

3.3 Field Supervision Provide interns with field supervision reflecting CDAgoals and philosophy and conducted by a qualified fieldsupervisor.

107

CRIIIIRION 3_Supervised Field Work

and theirQUALITY

STANDARDS


ILEVIMENIRMNIALAyield Site(s)

QUALITY STAN PARDProvide for on-the.,job training atthe intern's. ,field SiteCs) andestablish and maintain a system forcoordination and communicationbetween training project and field-site(e).

STRATEGIES

STRATEGIES

3.1.1 Formal agreements are entered into between the CDA-training project staff

and field site staff concerning working relationships.6

3.1.2 Ongoing communication is maintained between_training project and field site

staff.

3.1.3 The intern who is in an assistant teacher position is provided-With the

opportunity for directing the daily activities of the children and serving

as a functioning member of the staff team at'the field site.

3.1.4 Interns are exposed to a variety of competent and appropriate'role models.

3.1.5 Interns are provided with access to groups of children of different ages,

in a variety of settings, and reflecting different characteristics.

3.1.6 When interns who are not already employed are placed in field sites by CDA

training project staff, rigorous selection criteria for field site choice

are adhered to.


o .A full orientation to CDA is provided for field site staff prior to initia-tion of training or entering into agreements concerning Working relation-ships.

O

0

0

0

Procedures are established for access by CDA training project staff to fieldsites for making observations, video taping, working with children, holdingonsite conferenceg, and conducting meetings.

Procedures are in place for gaining release time for interns to attend work-shops and other training sessions.

Procedures are established for setting up exchange placements betweeninterns in different agencies:

Procedures are established for partitipation of CbA training project staffin field site staff meetings and vice versa,

Where CDA interns are not employees, cooperation between.field site staffand the CDA training project staff is a prerequisite for the selection offield sites.

o Plans are set up for the sharing 6f curriculum resource materials between ,

staffs.

4

O Responsibilities are delineated for both staffs concerning cooperativelyconducted workshops.

A plan is established for reassigning or rel6cating_jnterns when there aredisruptions in-,the training process created by ftermination of trainers.

O A plan is set up for CDA,I.raining project/field site negotiation when thereis conflict for the intern between fulfilling field site.responsibilitiesand CDA training requirements.

109


KEY ELEMENT 3.1Field Site(s)

STRATEGt 3 13Formal agreements are entered intobetween the OA training pro.ject

staff and.fieId site staff concern-ing working relationships.

ALTERNATIVE1TECHNIQUES1

Cross references.:

Aoademic Experiences,pp. 135-237

Appraisal, p. _257CommunicatiOn-ind Coordina-

tion, pp. 52, .53Field Experiences, pp 139tntegration, 1:1, 244Scheduling, p, 182staff, P. 78

1 9


CRITERION 3 0 Field site staffs are represented on the CDA training project advisory com-

Supervised Pield Work mittee.

REY ELEMENT 3.1Site(s)

STRMEGY 3.1.2

Ongoing cossdnieation ix skaintainedbetween training project and fieldeite staff.

ALTERNATIVE]TECHNIQUES

CrOs$ references:

Appraisal, A 157Communication and Coordina-

tion, pp. 54, $5-57Scheduling, p. 182

19

0 Monthly meetings are held between the field supervisor and field site staff

in which a team approach between the training project and field site staff is

encouraged and fostered.

0 Memorandums and reports are exchanged between the field site staff and train-

ing project staff.

110

196

ALTERNATIVE TECHNIQUESThe intern is in charge of daily scheduling, directing activities, anddesigning lesson plans for the total group and individual children.

The intern is assigned an assistant teacher and/or a teacher's aide.

O The intern attends staff meetings.

O The intern works with both children and parents.

The intern ASsists in the design, implementation, and evaluation of thechildren's program.


OWEVELEAMNIAL1Field Site(s)

STRATEGY 3.1.3

The intern who is in an assistantteacher position As provided withthe opportunity .14r directing theclaily activities of the children andserving as a functioning member athe staff team in the field setting.


CRITERION 3aupervised Field Work

BLEINELIUMENT 341Field Site(s)

snrimanE rar 3.1.4

Interns are exposed to a variety of

competent and- approPriate role

models.


Cross references:

Curriculum (Materials andResources). PP. 67, 68

Field Experiences, pp. 140,142

Field Supervision, p. 123Staff, p. 76

199


a The intern exchanges placements with other interns.

o Arrangements are made for the intern to observe in a variety of other class-

rooms.

o The field supervisor does teaching demonstrations at the field site.

Films and video tapes are provided for viewing other iOle models.

c.

O The field supervisor works with the center director to improve the quality of

the existing program.

, 112 20u

ALTERNATIVE TECHNIQUESO Interns can exchange placements with other interns in a variety.of field

site settings that enroll children of different ages and characteristics.

41.


KEY ELEMENT 33rield Site 40

-$TRATUM 3.L5

O Interns can work in'a variety.of field site settings enrolling children ofdifferent ages and characteristics.

Interns can observe in a variety of field site settings that enroll thildrenof different ages and characteristics.

Films and video tapes a're provided for VieWing a variety of field site set-tings that enioll children of different ages and characteristics.

201 113

Intern* art provided with *CCM togroupsi of children of differentages, in a variety of settings andrefleeting, different characteris-tics

ALTERNATIVE1TECHNIQUESI

Cro;s references.:

autricultro (Materii.1s arid

ResoUivesl, Pp. 62, 68Field Ikperiences,.144 140.,

142


REY ELEMENT 3.1Field Site CO

STRATEGY 3.14Wbei Asters' wbo re not already

, employed re placed is field sitesby CDA training project staff, rig-orous selection criteria for field.site choice are adhered to.


ALTERNATIVE TECHNIQUESThe field site'is staffed by adults who are good role models.

O The field site has at least one staff member with outstanding capabilities

for working with young children and other staff members.

o The field site proiddes a positive example of a developmental group program

.for children aged three through five.

a

The field site is in a setting similar to that in whiCh the intern is likely

to work after training is completed. '

114

STRATEGIES

3.2.1 The 50-percent field-training time requirement is provided Ior in thecurriculum design and specified according to the structural format forlearning units.

3.2.2 A plan is established and maintained that permits individualization ofthe 50-percent time requirement for each intern.

3.2.3 In projects that are heavily field-based, there is a systematic plan forproviding additional resources for delivery of the academic component.

115

20D

.7

CRITERION 3 .

Supervised Field Work

ILEY ELEMENT 31Field Time

AVIMPUMMTWENMDASOSet up sad reevaluate a flexible,overall plea to imbues* ism,percent time requirement for lllearaiap units and ccording to

individual trainias suede.

I STRATEGIES I

aurmuom3Supervised Field Work

REY ELEMENT 3.2Field Tine

STRATEGY 3.2a,1.The 50-percent geld training timerequirement is provided for in thecurriculum design and specifiedaccording to the structural formatfor learning unit*.

ALTERNATIVETECHNIQUES ;

Cross references:

Curriculum` (AdministrativeProcedures), p. 60

Curriculum (Materials andResoarces)t P. 69


In a course format,practicum courses.

the courses are divided equally between academic and

a course format, contact hours for each course are divided equally between

academic and practicum hours.

In a modular format, the ratio of academic and field experiences is equal;

however, the amount of time spent in supervised field work differs according

to the content in ea'ch module.

O In a multidimensional format, all experences that augment learning units are

designated either academic or field.

In a multidimensional format where the experiences used to augment learning

units do not include field application, these are provided through supplemen-

tal resource materials.

In a multidimpnsional format where the experiences used to augment learning

units do not include field application, these are provided by the field sup-

erv,isor.

116

208

ALTERNATIVE TECHNIQUESThe amount of time to be spent in supervised field work is stipulated in the_ CRITERION 3individualized training plans. Supervised Field Work

KEY ELEMENT 3.2,Field Tine

STRATEGY 3.2.2

O The work load of indiv idual field supervisors takes into account.the varyingratios of academic and field training provided to individual interns.

O Field supervisors keep additional records and documentation on individualinterns who require different ratios of academic and field experiences.

117

A plan is established and maintainedthat permits individualization ofthe 50-percent time requirement foreach intern.

Mit RNATIVitiTECHNIQUES

Cross references:

Zearning Style, p. 263Staff, p. 77Training Plan, p. 268

CIMERION 3Supervised Field Work

KEY ELEMENT 32Field Time

STRATEGY 313

In projects that are heavily field-based, there is a systematic planfor providing additional resourcesfor delivery of the academic compo-nent.

-ALTERNATIVE ;TECHNIQUES

CrOss references:

Academic Requirements, p. 88curridnIum (Materia2s and

Resources), ;4 69*Veld Experiences, NI= 141,

142Staff, p. 76


O Field supervisors are selected who,,can also provide academic instruction.

O Field supervisors are given additional training and support in providing aca-demic instruction to interns at the field site(s).

O Additional supplementary written and audiovisual curriculum materials arepurchased or obtained from curriculum libraiies for uie by field supervisorsand interns.

O A traveling resource library is maintained.

O Field sites are equipped with television viewing and video taping capabili-ties.

IN

0 Groups of interns come together periodically at designated sites to shareacademic information, materials, and resources.

STRATEGIES3.3.1 Field supervision reflects CDA philosophy and focuses on the intern's

acquisition and demonstration of the CDA Competencies.

3.3.2 The field supervisor has the necessary skills and attitudes to carry outthe variety of complex roles and responsibilities required in CDA fieldsupervision.

V

3.3.3 The field supervisor has the indepth knowledge and background experi-ences required for field supervision.

119

alinUERION3Supervised Field Work

KEY ELEMENT 3.3Field Supervision

QUALITY STANDARDProvide interns with field swpervi-sion reflecting CDA goals and philo-sophy and conducted by I qualifiedfield supervisor.

I STRATEGIES]

21 4

'Field supervision refleCts the .CDAphilosopki and focioet 04

15

711intern acquisition -aud demonstra,tion of the cacomooende3.

,

CRITERION 3Supervised Fi4Id Work

KEY ELEMENT 33"Field Supervision

,SERATEGY 3.3.1


Cross references:

Appraisa2, PP. 256-260Counseling, p. 186Learning Style, p. 164Staff, pp. 75, 77, 78?raining Kan, pp. 268 , 170


O The field supervisor's role is one of teacher, advisor, and ficilitatorrather than a visiting "authority figure."

O Initial and ongoing apprafgals are made of the intern's demonstrated compe- '

tence in the Competency and Functional Areas and Personal Capacities.%

6

O Appraisal content and procedures are consistent with final assessment contentand procedures (i.e., focus on the CDA Competencies and Competency Standards,use of Indicators, feature a team relationship and reviewability of informa-tion).

O The field supervisor-intern ratio allows adequate time to properly -conductongoing appraisals and to develop a sound relationship with the intern andstaff at the field siee.

Ongoing training and support is provided to field supervisors in the deliverytif field supervision that reflects the CDA goals and philosophy.

ALTERNATIVE TECHNIQUES_0 '-AcThe field supervisor accepts the CDA concept and philosophy, and follows CDA

competency-based training procedures.


LET ELEMENT 3.3Field Supervision

o The field superViSor tarries major responsibility for building and maintain-,

ing the field supervisor-intern team relationship.

The field supervisor'conducts initial and ongoing appraisals of the intern's',

demonstrated coMpetence ,in the Competency/PUnctional Areas and Personal

Capacities.'

o The field supervisor makes written observations of teaching episodes and

analyzes them, with the intern, in terms of demonstrated competente.

The fie)d supervisor makes video tapes and audio tapes of t eaching episodes

and analyzes them, with the intern, in terms of demonstrated Competence.

21 y121

The field supervisor hes the was-airy skills sod attitudes to cdsrjout the variety of couples cotes egadrespoasibilities relehref.. La. COAfield supervisioa.

ALTERNATIVE'TECHNIQUES

Cross references:

Appraisal, pp. 154-160Counseling, pp. 244-146Field Seperiences. /1. 135Staff, p. 75?raining Flan, P. 148

218


REY ELEMENT 3.3Field Supervision

STRATEGY 3.3.2

The field supervisor has the neces-sary skills sad attitudes to carryout the variety of cOmplex roles andresponsibilities required in CDAfield supervision.

IALTERNATIVE1TiCHNIQUES-(continued)

Cross references:

Appraisal, XL 156-160Counseling, p. 286Fiild llsperiencs, p- 139Learning Stgle, p 162Training Plea, pys. IAA, 170

The field supervisor holds one-to,one conferences witiL-the intern to providefeedback concerning classroom activitieS., appralsals, and written work, andto set up the indiVidualized training plan.

O The field supervisor helps the intern devise and try a variety of teaching .

strategies.

O The field supervisor helps -the intern use a variety of resource materials.

O The field supervisor establishes and.maintains a recordkeeping system of eachintern's progress in demonstrating competence providing for duplicate copiesof relevant materials to be co-signed and retained by the intern.

O The field supervisor assists the intern with the development of portfoliosfor training and final assessment.

O . The field supervisor participates as LAT advisor in the Local ASsessment Teammeeting, when asked by the intern.

When not,participating as advisor on the Local Assessment eam, the kieldsupervisor shares information, if requested by"the intern,-

The field supervisor serves as a role model of teacher in the child develop-ment center and in the use of human relations skills,.

As academic instructor, or one who integrates academic and field experi-ences, the fiel4 supervisor reads, evaluates, and provides feedback tpinterns concerning their academic work.

O As academic instructor, the field supervisor plans and conducts formal and

informal academic experiences focusing on the competency structure.

O The field supervisor provides onsite training support to help the intern

apply theory to practice.

O The field supervisor helps the intern observe and understand teaching and

develop teaching plans.

O In the role of coordinator.of all aspects of the intern's training experi-

ences, the field supervisor serves as liaison with educational institu-

tion(s) and the center staff(s) and agency(ies).

O The field supervisor takes the role of counselor,sional and personal counseling, or making referralsaccor4ing to individual interns',needs.

2,2i. 123

providing both profes-to other professionals,

, ftahlea* shills eetout the vettelyteepeet1et1itiee-fts14 eepervteiee.

ALTERWIVETECHNIQUES(continued)

CIUMPPROP1 3Soparwisod 11404 Work

inielan 331144 Impivvis ion

$fIATZ3J.3I.

The 0404 011,011,101 611. the taêqthWW1.* supesiasese110010404 for Usti


Cross reference*:

Acidenie Requireasants, p. 88Counseling, p. 286Field Zsperinte, pp. 139-

.142Staff, p. 76


O The field supervisor has background knowledge and expertise in early child-hood education/child development.

O The field supervisor has experience in teaching young children--

O The field supervisor has background knowledge and expertise in self-c ncepttheory.

O The field supervisor has background knowledge and expertise in theories ofadult learning.

O The field supervisor has background knowledge and expertise in human rela-tions'developMent; especially as it relates to field supervision and conduct-ing productive one-to-one conferences.

124 24 4

The field supervisor is'knowledgeable about competency-based education, CDA

training, the CDA competency structure (Competencies, Functional Areas, Per-

sonal Capacities, Indicators), and the CDA Training Criteria.

The field supervisor is knowledkeable about the CDA Credential Award System

and the relationship between CDA appraisal procedures and assessment prckce-

dures.

0 The field supervisor is knowledgeable about the culture and has a working

knowledge of the languages when working in bilingual/bicultural programs.

225. 125

ALTERNATIVETECHNIQUES(continued)

Cross reformacs:

coussoliasy, 14 184Sxporiancos, jait 13,4142

Intogratiim ;4 144Staff, p. 75

ionf demic nd

Expiiriences227



INTEGRATION OF ACADEMIC AND FIELD EXPERIENCES

Key Element 4.1ACADEMICEXPERIENCES

Strategies4.1.14.1,24.1.3

Key Element 4.2FIELD

EXPERIENCES

Strategies4.2.14.2.24.2 .3

4.2.4

128

o

Strategies4.3.14.3.24.3,3

OVERVIEWCDA training requires that training is organized so that academic and field exper-

iences are integrated. In CDA competency-based training, learnihg units (courses,modules, etc.) should provide for-two types of learning experiences: academic and

field. Both sets of learning experiences are important, but what is crucial tothe intern's success in acquiring the CDA Competencies, is that these two sets ofexperiences are integrated. The three Key Elements important to implementation ofCriterion 4, Integration of Academic and Field Experiences, are:

Academic Experiences

Field Experiences

Integration.

Key Elements: Academic Experiences and Field Experiences0

The academic content is the substantive foundation and theoretical background fordevelopment of the attitudes, 'skills, and knowledge needed by the intern toacquire and demonstrate the Competencies. It includes child development and early,childhood education- thebries and principles'and information about materials andmethods for teaching'young children. Because it provides the substantive founda-tion and theorettical background, the acadeMic content is basic to both types of

learning experiences--academic and field (see figure 9).

Academic experiences repiesent the "taking in" of academic content through semi-:nars, workshops, lectures, films, and so forth% Field experiences represent the"trying out" of academic content with children and other adults at the fieldsites. How these two sets ,of experiences (both focusing on the same aAdemic con-

tent) become integrated, is the responsibility of both the training profia andthe intern.

229 129

v4v

230

Figure 1.Integration -of Academic and Field Experiences

LEARNING UNIT

(Course, Module, or Multidimensional)

Experiences

'ITying 000

COMPETENCY

AQUISITION

ATTITUDES-SKILLS-KNOWLEDGE

130 231

Key Element: Integration.

Webster's New World Dictio nary defines iheord "integrate"'As "to put.,or bring(partg) 'together into a whole; to,unify." The training project staff must takethe responsibility tolOrganize,(oD put together) the acadeMie and field learningexperiences (the parts)'in Such a way that they are integrated (or unified): Whenthis is done by the training projects,'interns, tIen, Are fAcilitated in integrat-ing the attitudes, skills, and knowledge related.to the a'tquisitioil and deMonstra-

,

tion of the CDA Co4etencies.-4

The training pioject Staff, among other tespons4bilities.for integration, need toorganize' and provide academic and field'leakning experiencee within learningunits. The intern is.. responsible foi the integration of"the attitudes, skills,and,knowledge. by "trying out" or Applying theory in the field. Figure 9 shows

,

this prOcess.

All academic and field learning experiences.should be based on the acepisition ofthe CDA Competencies. Field experiences 'should relate to the academic experi-ences, and vice vetsd. Obviously, there.is no one,Model for integrating the aca-demi:C and iield experiences that takes into account the-differences in qponsoringagencies, geographic constraints, available facilities, and training. s,taff and-resources. However, each training program should systematically provide for inte-gration-through:

Administrative procedures

Selection, supervsion, andtraining of staff

The curriculuni design.

The CDA Training Criteria are interrelated; failure to provide fot one Criterion.can seriously hamper-the implementation of another. 'The presentation of academiccontent and the application of it in the,fie/d (CriXerion 4) depend on the design

caniatori4Integration of

Academic *ad Field

OVERVIEW1

,v7

,and development of CDA curriculum content, provided for in Criterion 1, training basedon the CDA Competencies. Successful implementation of the curriculum design depends -on the quality of the academic content provided for in Criterion 4 and on the qualityof the plan for coordination and communication with field site(s) provided for inCriterion 3, supervised field work.

Strategies and Alternative Techniques, for the Key. Elements related to theintegration of academic and field exiieriences are presented on the pageS that follow.

234 132 235

_KEY ELEMENTS QUALITY STANDARDS4.1 Academic Experiences

7

4.2 Field Experiences

4.3 Integration

41.

Provide academic experiences that present academiccontent to foster the development of attitudes,

skills, and knowledge with respect to interns'.acquisition of the.CDA Competencies.

Provide field experiences that focus on the applica-tion of academic content to foster the developmentof attitudes, skills, and knowledge with respect tointerns' acquisition of the CDA Competencies.

Establish and implement a plan for unifying (inte-grating) academic and field learning experiences

through administrative procedures, staffing pat-

terns, and the curriculum design.

236 133

STRATEGIES4.1.1 Academic experiences that address the CDA curriculum content see pp. 62-

65) are presented through a course format.

4.1.2 - Acaslemic experiences that address the CDA curriculum content are presented

through a modular format.

4.1.3 Academic experiences that address the CDA curriculum content are presentedthrough a multidimensional format.,

134 23J

A

ERNATIVE TECHNIQUESAcademic courses that address the CDA curriculum content are held, on a regu-lar basis at field sites.

Academic courses that address the CDA curriculum content are held on a regu-lar basis in an academic setting.

Academic courses that address the 'CDA curriculum content.are presented oneducational or cable television.

135

a


112w,risid rifts(s). p ZuF


o The CDA curriculum content is presented through self-contained modules andone-to-one followup conferences with the field supervisor.

O The CDA curriculum content is presented in modules and followup seminar ses-sions at the field site.

O The CDA curriculum content is presented in modules and followilp seminar ses-sions at the academic site.-

I

O The CDA curriculum content is presented lk1ough modules and.supplemental cur-riculum and resource materials provided b e field supervisor.

O The CDA curriculum content is presented through modules, supplemental cur,-ricuIum materials, and trainers (or experts) provided through mobile trainingunits brought to the field site.

ALTERNATIVE TECHNIQUES-0 CDA curriculum content

4te through academie(wotkshopS, seminars,.instructor.

is

is provided in the academic setting and at the fieldcourses, modules, and supplemental academie' sessions

independent study) coordinated by the academie

CDA curriculum content is provided in the academic setting and at the fieldsite through academic courses, modules, and supplemental academic sessionscoordinated by the field supervisor.

0 CDA curriculum content is provided through minicourses (one or4two.weeks)held in the academic setting combined with followup supplemental academic

,sessions at the field site.

2 4137

STRATEGIES4.2.1 'Interns receive feedback in follo4 conference/regarding-application of

a

academic content.

4.2.2 Field experiences include independent study that focuses on application ofacademic content.

4.2.3 Interns attend seminars and workshops focusing on the application of aca-'demic content.

4.2.4 Opportunities are provided for interns to work with peers on the applica-tion of academic content.

138247

ALTERNATIVE TECHNIQUESThe intern is video taped in followup application of academic content at thefield site. The tape. is viewed by the academic instructor and field super-viAir. A followup feedback conference is then held with the intern.

The field supervisor observes the intern in followup activities with thechildren and gives feedback concerning the intern's ability to relate theoryto practice.

O The field supervisor reads and reacts to the intern's writeups of applica-tion of content required in CDA training modules.

The field supervisor reads and reacts to the intern's writeups of assign-ments concerning the application of content required in academic sessions(courses or supplemental 0:orkshops and seminars).

24139


O Interns plan, design, implement, evaluate, and write up activities based onacademic content presented through the academic experiences for use withchildren at the field site.

Interns complete personal journals and diaries about their own application ofacademic content.

Interns use audiotape and video tape recorders to tape required applicationassignments for self-analysis.

O Interns prepare case studies of children that focus on application of theory.

O Interns Write up visits to experimental programs, community agencies, andchild care programs with different age groups, characteristics, and settings.

O Interns work independently with learning modules, programmed instruction, andlearning activity packages that require field-based application of content.

140 251


-0 'Special seminars are scheduled stemming from interns' needs and interestsgrowing out of the application of academic content to field experiences.

Discussion groups focusing on the application of academic content aressys-tematically held at each academic session.

.

o Interns -view audiovisual materials with prepared discussion guides thatrelate theory to practice.

+WO

141

ALTERNATWETECHNI UES

a

141.11ER1UVIIVE TECHNIQUES

O Peer demonstrations are conducted, followed by group discussions and feedback!to the field supervisor.

O Interns hold informAl on-the-job discussions with peers and write up theirinsights/learnings for later discussion with field supervisor.

O Video tapes and audiotapes are made°and used for peer evaluation under theguidance of the field supervisor.

O Paired peer observations and evaluation take place on a regular basis with'ongoing communication between field supervisor and intern.

O Interns exchange placements in a,peer's classroom and are observed by.fieldsupervisor.

142 255

STRATEGIES4.3.1 Integration of academic and field "periences is planned for and coor-

dinated administratively.

4.3.2 Staffing patterns and scheduling take into account the requirements necessary.to achieve quality integration of academic and field.

4.3.3 Mechanisms for integration are pLovided for through the curriculumdesign.

26-6 143

ricotta. tktatrfitivePrecidiareta. "

TiM1 ll110 (1aterial, aedJkamerees), jp. TO

atottification podlavimioa). Pfx _73, 73id lit..(a), Ivw

Id Supervision, pp. 123,123ff,7,7S

0

25s

ALTERNATIVE TECHNIQUESNecessary skills for integration are 'specified and used as criteria inscreening, selecting, and supervising CDA training staff.

o Ongoing training in 'the integrative process is provided to training staff,

O The proce'Ss of integrating academic and field is fully explained and 'communi-cated to field-site administrative (agency) staff and other personnel.

O A, curriculum committee is in charge of integration of academic and field-experiences within the curriculum design. Tasks include revising and ppdat-ing methods and materials based on ongoing monitoring and evaluation.

144

2 a%)

%IF


O In programs where the academic -instruction and the-field supervision aredelivered- by two separate persons, work schedules for the twoprovide forongoing communication.

O In programs where the academic instructor is also the field supervisor,additional training and supervision ig given to insure understanding andfollowthrough of the,integration concept.

O In programs where the academic instruction and field supervision are deli-vered by two or more persons, the responsibility for integration is delin-eate4, and shared between and among the trainers.-

2145

TERNATIVEECHNIQUES

casriammIategratioe of Academic

and Field

UT IRUBMIMINIrteuerstioa

111111ATIGY 4.3.3

/,

We Maim tor latavsties ars pm-WA it ftt Mts.. the cerriculasNoriso.


Cross references:

Credit Iquivelency, pp. 92-95.

Curriculum (AdministrativeProcedure:0,0h 60, 61

Curriculum (Materials andResources), 1:4% 69, 70

Field Xxperienees, p. 140

ALBERNAFIVE TECHNIQUES

o The academic content is geherated based on Indicators of competence.

o Both academic and field learning experiences are included in the creditingsystem for learning units.

o In.a course format for learning units, the relationship between academic andfield learnfng experiences is discussed and content application activities tobe complet,ed at the field site are presented, discussed, or shared.

o In a modular format for learning units, the relationship between academic andfield learning experiences, required activities, and feedback prOcedures_9re-'written into the module.

O In a multidimensional format for learning units, a training project staffmember is in charge of coordinating provision for integration.

O In a multidimensional format for learning units, supplementary materials and

activities are provided to insure integration.

146

2613


O CDA curriculum and resource materials specify the relationship between aca-demic and field learning experiences.

Training products i.e., written assignments, training portfolio additions,etc.) require the intern to relate theory to practice and wactice totheory.

O Observation and feedback conferences by the field supervisor, address theintegration of academic and field experiences.

O Academic experiences include a provision for interns to process experiencesrelated to integration of academic and field and generalize how particularexperiences helped them acquire the CDA Competencies.

O Basic commuRiQation skill devfacilitate the proces of inwrite up the relation betw

Competencies.

lopment is offered to interns, if needed, toon and enable interns to discuss and/orintegration and acquisition of the CDA

26147


Cross rierres4444

Acesissge Isfa4r40444,"Curriculum Clisitsr.414 440

iwoovrce iO4 P414 " _70fisid Isperisaoss RP- IA F.P.'

141

OCCCqfi)01\Th 6(

266

Ea,qfiom

Key Elements and Strategies for Training.0 iterion 5

Training Crfterion 5

INDIVIDUALIZATION

Key Element 5.1.N.APPRAISAL

Strategies5.1.15.1.25.1.35.1.4 .

KO Element 5.2LEARNING -pTyTA

Strategies5.2.15.2.25.2.3

150Wif

Key Element 5.3TRAINING PLAN

Strategies

5.3-15,3.2

OVERVIEWTraining,Criterion 5 states that training should be individualized according toeach intern's strengths and needs with respect to acquisition of the CDA compe-

tencies. Key Elements that focus.on separate aspects of this Criterion are:Appraisal, Learning Style, and Training Plan.

Key Element: Appraisal

In order to individualize training with respect to acquisition of the CDA Compe-

tencies, both initial and ongoing appraisals of intern's demonstrated competenceare mandatory.

Initial Appraisal. At the beginning of training, an initial appraisal of eachintern's demonstrated competence should occur. Prior training, teaching experi-

ence, and other relevant information should be considered along with observationsof teaching performance to determine the intern's strengths and needs with respectto acquiring the CDA Competencies.

The initial appraisal can be done in a number of ways, such as:

Observation of the intern at work in the child care setting, followed by a

feedback conference with the intern to discuss strengths and needs.

Appraisal of previous academic and early childhood work experiences through

cumulative records and recommendations, if they are available.

Individual conferences with each intern to discuss individual goals, atti-

tudes toward children and teaching, and expectations of CDA training in light

of past work expçrience.

Self-appraisal by each intern of strengths and training needs in relation tothe CDA Competencies and to the Personal Capacities needed by Child Develop-

,-

meat Associates.

266 151

canTRIONIndividualization

OVERVIEW

Ongoing Appraisal. The appraisal process should be repeated at regular intervalsuntil the intern has acquired all of the CDA Competencies and both the field supervi-sor and the intern agree that the intern is ready to be assessed for award of the CDAcredential. In addition to the procedures suggested for initial appraisal, ongoingappraisal might include the followidg procedures:

Focused Conferences: Using the CDA Competency Standards and Indicators* ai a'guide, the field supervisor and the intern can discuss areas in which the internthinks he or she has. attained tompetence. A conference.focusing on attainedstrengths can reinforce interns, allowing theM to appraise their progress andencouraging them to look at their performance in.terms of needs as well asstrengths. It can also help them identify an individual training design anddevelop it with the field supervisor.

Audiottpe and video tape recordings: These can be used as a tool for the internand field supervisor to appraise growth and as a teaching strategy in whichgroups of interns analyze, discuss, and .question ideas abouV_chilicren, childdevelopment, and teaching. At first, interns should probably analyze the teach-ing situation rather than focus on specific adult-child interactions. Gradu-ally, as these discussions become less threatening, group members can learn toevaluate each other objectively in a supportive way.

Appraisal Conferences: An appraisal conference takes place as soon as possiblefollowing a field observation in which the field supervisor has recorded theperformance of the intern in one or more Functional Areas. The intern and fieldsupervisor jointly evaluate the intern's progress, sharing appraisals and other.pertinent observations.

*Indicators aresdeveloped by the individual tl*ining projects.

152 2

Training Portfolios: The training portfolio documents progress in attaining

the Competencies during the training. It might include records of observa-

tions or relevant discussions, statements of individual goals, .self-

appraisals, individual training plans, assignments, and teaching plans. At

the conclusion of training, the intern might select" items to include in the

assessment portfolio.

Key Element: Learning Style

Once the strengths and needs of the intern have been determined through theappraisals, the next step is to design training that builds on the strengths whil.e

addressing the needs. This requirement placea resp.onsibility on the traini4

staff. They must determine the intern's unique learning style in order to provide

appropriate academic and field learning experiences, curriculum and training

materials, and a schedule for training that allows the intern to move through the

training according to his or her own optimum rate.

Key Element: Training Plan,

finally, a training plan that is indiVidualized fOr each intent, based on

strengths, needs, and learning styles must be developed. In keeping with CDA con-

cepts and philosophy, the intern should participate in the development of the

training plan. The plan shodld be in writing, And the intern should receive a

copy of it.

Strategies and Alternative Techniques follow for each Key Element of Training Crin.

terion S.

a

I.9

,

153

CRITERION S.Individualization

CRITERIONIndividualization

KEY ELEMENTSand theirQUALITY ,

STANDARD5

KEY ELEMENTS

5.1 Appraisal

\,7=

5.2 Learning Style

5.3 Training Plan

QUALITY STANDARDS

Provide staff expertise, techniques, and materials for con-ducting initial and ongoing appraisals,of competency acqui-sition that are consistent with CDA concepts and philosophy.

Provide for a variety of learning experiences and resourcesto enable each intern to proceed through the training pro-gram according to jiisor her own learning style and r'ate ofgrowth in acquiring the CDA Competencies.

Provide for the involvement of the intern in the developmentof a training plan that is individualized for learning styleand level of,competence.

154

2

STRATEGIES5.1 Responsibility for conducting appraisals is that of the field supervisors,

who are trained in the appraisal process.

5.2, Various methods are used to reduce the fear of the appraisal process for

staff es well as for interns.

5.3 An initial appraisal, involving the intern and conducted at the field site,

is made at the outset of training to determine the intern's strengths and

needs in acquiring the CDA Competencies.

5.4. Ongoing a raisals, involving the intern and conducted at the field site, are

made t determine the intern's progress in acquiring the CDA Competencies.

2 76 155

'CRITERION 5InAividualization

KEY ELEMENT 5.1Appraisal

QUALITY STANDARDProvide staff expertise, techniques,and material* for conductins initialand ongoing appraisals of competencyacquisition that are consistent withCDA concepts and philosophy.

STRATEGIES

CRITERION 5Individualization


STRATEGY 5.1.1

Responsibility for conductingappraisals is that of the field sup-ervisors, who Are trained in theapprsiOal process.


, cross references:

Counse1ir4 p 284field Supervzsioni 141,, 220'

222Integration, pp., 144, 145

78

ALTERNATIVE TECHNIQUESField supervisors receive ongoing training supervision and support in con-ducting appraisals.

o Field supervisorsprocedures.

receive training in objective observation nd recording.

O Field supervisors receive training in conducting appraisal conferences inwhich observation data are analyzed and individualized training plans devel-oped.

Field supervisors are trained in techniques to involve the interns as teammembers in the appraisal process.

O Field supervisors' training includes the use of recordkeeping forms and pro-cedures.

Field supervisors receive training, in interpersonal communication skills,specifically in building trust and giving constructive feedback.

156

2 7


o Groups of interns receive complete orientation to CDA prior to the initial CRITERION 5appraisal, followed by one-to-one discussions. -IL Individualization


o Center administrative and supervisory staff are oriented to CDA and the nec-essity for building tlp.ist in the initial and ongoing appraisal procedures.

O Appraisal dates are made in advance. Other center staff are informed:

1

Appraisals of classroom performance are followed promptly by feedback and

discussion with the intern.

O Interns receive copies of all appraisals.

157

STRATEGY 5.1.2 ts-

Various amthods are used to ;educethe, fear of the appraisal processfor staff aa well as for interns.

; ALTERNATIVE-; TECHNIQUES!

""*IrmeCrops references:

Communication and Coordina-tion, p. 55

Field Site(s), pp. 109# .120Pie2d Supervision, pp. 120-

.122Learning Style, p. 262Training Plan, p. 270

2 di

CRITERIONIndividualization,

KIT ELEMENT LiAppraisal

STRATEGY L1.3

An initial appraisal, involving theintern and conducted at the fieldsite* is made at the outSet oftraining to determine the intern'sstrengths and needs in acquiring theam Competencies.


Cross references:

Field Supervision, pp. 120 -122

Trng PZan, 1:4 170


O The field supervisor observes the intern working with children. Immediatelyfollowing the observation, the supervisor and intern write up perceptions ofthe teaching performance. They then compare and discuss perceptions andjointly determine training strengths and needs.

O The field supervisor records the intern's actions with the children on a spe-cial form. This information is then shared with the intern and they bothanalyze it to determine training strengths and needs.

The field supervisor completes a checklist of Indicators in the 13 FunctionalAreas while observing the intern working with the children. This informationis then shared with the intern, who has filled out the same checklist. Theyjointly dqtermine training strengths and needs.

O A video tape is made of the intern working with children. This tape isjointly analyzed by the field supervisor and inXern to determine, strengthsand needs.

Interns choose a combination of appraisal methods from a varieq of formalancl informal initial appraisal procedves: interviews, Q-Sorts, knowledgeinventories, documentations of past experiences, discussions, and fieldobservations.

158 283


O The field supervisor uses recotding procedures and forms while observing theintern demonstrating competence in one Functional Area. In the appraisal_conference, the field supervisor and intern jointly develop Indicators forthe obsCeryation and use this information to make decisions concerning demon-strated comlietence.

O The field supervisor uses recording procedures and forms while observing theintern demonstrating competence in one Functional Area. In the appraisalconference, the field supervisor and intern jointly develop Indicators forthe observations, cross-reference the material to other Functional Areas,and use this information as a basis for reaching decisions concerning demon-strated competence.

O The field supervisor uses recording procedures and forms, that allow observa-tion in all 13 Functional Areas. These forms are shared with the internafter which the field supervisor and intern jointly develop Iddicators andcross-references and use the information for reaching decisions concerningdemonstra,ted competence.

2 1.59

' CRITERION 5Individualization

KEY ELEMENT 5 1Appraisal

STRATEGY CIA

Ongoing appraisels, involving the:intern and conducted at the 4ieId'site*- are made to .. determine the

internts PtoXtevm in nctiniring thtCDA Competencies.

itALTERNATIVETECHNIQUES

Cross references:

Curriculusi (Materlals andResources), p. 70

F1e2d Supervision, pin 120-282

schedu2ing, pp. 280, 182Training Plan, r4 270

286


KEY ELEMENT 53Appraisal

STRATEGY 5.1.4

Ongoing appraisals, involvin theintern end Ondstted at the field

.1oite, are made to determine theintern's progress in acquiring theCDA CompetenCies,


Cross references:

Yield Supervision* PP. 120 -122

Integration, p. 145Scheduling, pp. 180 281

Training Plan, P- 170

o Anecdotal notes'and checklists are interspersed with detailed recording pro-cedures. These are shared with the intern and used to reach decisions con-cerning demonstrated competence.

o Video tapes are made of the intern working with children. These are lateranaly4ed with the intern, allowing for a field supervisor-intern perceptioncheck....: Based on the analysis, decisions are jointly reached concerningdemonserated competence.

Where module pre-. and post-tests or. appraisals 'are used for the ongoingappraisals, the field supervisor carries out systematic field observationsfor validation purposes.

After field supervisor-intern trust has deeloped, the field supervisor callsin another staff member or colleague to conduct a field observation of theintern as a perception check.

Three-way ongoing appraisal confeWences in which the intern, the field super-visor, and the aCademic instructor reach decisions concerning demonstratedcompetence are held at various points during the training.

4

1602 'i

STRATEGIES

5.2.1 A plan is implemented to determine the preferred learning style(s) of CRITERION 5individual interns ag well as those learning styles* that are most con- Individualizationducive to the intern's positive growth toward competence.

5.2.2 A variety of options for learning experiences (academic and field) thatare geared to different learning styles and levels.of competence isavailable to interns.

5.2.3 CDA curriculuin and resource materials provide for a wide range.of educa-tional backgrounds and experiences and learning styles.

*Learning style includes learning modallty and-bitarning rate.

2d 161

Kw ELEMENT 5.2Learning Style

QUALITY STANDARD ,

Provide forea variety of learningexperienceaJand resources to enableeach intern to proceed through thetraining program according to his orher own learning style and rate ofgrowth in acqung the CDA Nape-.tencies.


KEY ELEMENT saLearning Style

STRATEGY 5.2.1

A plan is implemented to determine -the preferred learning st§le(s) ofindividual interns as Well as thoselearning styles that are moat condu-cive to the intern's positive growthtoward competence.

ALTERNATIVE ;TECHNIQUES

Cross references:

Appraisal, p. 157Field Supervisinn,gchedu1ing, pp. 180-182?rairainv Plan, p# 268

2 0

f


O Interns complete a questionnaire to indicate their preferred learning modali-ties. (visual, auditory, kinesthetic, or combinations thereof) and optimumlearning rates. This is discussed with the field supervisor at the outset oftraining and reevaluated as training proceeds.

O Determination of the optimum and preferred learning modality(ies) and rate ismade informally during field supervisor-intern conferences.

O Determination of optimum and preferred learning modality(ies) and learningrate is made by the training team after the intern has had a chance to exper-ience and discuss the different modes.

162

2Aj


CIAcademic and field experienees within learning units are designed to accom-

modate individual learning modalities: visual, auditory, kinesthetic, and

combinations thereof.

\

Academic and field experienCes within learning units are designed to meet

fftdividual learning rates.

Academic and field experiences within learning units are designed to meet

individual levels of competence.

O Interns participate only in those learning experiences where there is an

observed need.

163

OUTULION 5'Individualization

MT ELEMENT 5.2Learning Style

STRATIGY 5.2.2

Asi

A varieiy ef optima fr leereiasemperieeces (academic rat field)

that are seared to different leers.-tes styles ae4 Neel* f csopetaseeis symilable to inures.

ALTERNATIVETECHNIQUtS

Cross references:

Curriculum (Administrativeprocedures),

Curricula's Materials MaiResources), sh $9, :TO

Yield rine, P. Zejdchadulis4r, 4,40-102rfaising Plan, P. JO

293


REY ELEMENT 54Xmateing Style

STRATEGY 514

A ,Oristy of options for learningexperiences (acedmeic end field)that are geared to different mora-les styles awl level* of competenceis &ennoble to ist*Ms.

ALTERNATIVE 1TECHNIQUES I(continued)

*4

requirements, IL 9Supervisiont P. 120

;04e411.4ing, PP. 180 -282--NN 100.--

ci Interns can opt to demonstrate competence within a learning unit rather than4, participate in the learning experience(s).

The pattern or sequence of learning units or learning experiences withinlearning units is determined by individual intern needs.

0 Progression through.learning experiences within learning units and betweenlearning units depends on a variety of individual factors.

Academic andfield experiences within learning units are designed to be car-ried out by one intern, hy several interns working together, or by internsworking as a group.

164 2 96

ALTERNATIVE TECHNIQUESBoth printed and audiovisual curriculum and resource materials are avail-able.

Printed materials present content according to differing levels of readingability.

Printed and audiovisual materials present information according to differentlevels of expertise in early childhood concepts and practices (courses andworkshops taken, number of years teaching young children, experiences inteaching adults).

0 Written and audiovisual material present information according to culturaland language needs.

2% 165

CRITURIONIndividualization

ILEMENT 51Townies Style

STRATIRGY11.3

CDA curriculum *Id resolece*Is provide ter s wide towtstioaal becirigreeede sod eapse*No*ad Disraiss styles.

ALTERNATIVEITECHNIQUIES

Cross references:

vuolculum (Matarials andAasonro02 70

ladividealisatios

WIT WI MUM 54komains Ityl.

surassaw 5,2.3lid coardcai* sod tammorre materi-al. passidalor a gado somas at ado-Naisomi lamelessooda sod esoarietrea

loacadosesolat../

rALTERNATIVETECHNIQUES(continued)

Crerts rfforencos:Currieu2us (Natetriaas and

lesourcsh p 70

298

.4O Written and audiovisual materials that appeal to a wide Variety of interests

are used.

,

Audiovisual materials available to interns include films, video tapes, audiotapes, filmstrips, overhead projectors, and opaque projectors.

O Printed materials include books, magazines programmed texts, study guides,and games.

O Vdrieties of "hands on" materials are available to interns, such as paints,glue, cooking tools and items, small machinery, musical instruments, and com-puters. ,

2 9S .

STRATEGIES

5.3.1 A number of variables are taken into account in developing the indi-vidual training plan.

fl

2

5.3.2 A team relationship it focused on when developing and implementing theindividual training plan.

300 167

,

, STRATEGIES


ILEI(IELEINUENTi43Ttaining Plan

STRATEGY. 5.3.1

itiambor of variables sre taken intoaccount in developing the individualtraining plan.

Cross references:

Academic Requirements, p. 9aCounseling, p.Curriculum (Administraiive

ProCadures)4,p. 59Field. Supervision, pp. 220 -

122FieldrIlme, A IVZearning Style, pp. 162-164

AOLITIBUWAUFWEVEICIHNIQUES

O The individual training plan reflects findings from the initial and ongoingappraisals.

o The individual training plan reflects consideration of the training project'slist of Indicators that are "desired" under each Functional Area, and posi-tive and negative Indicators that have been observed.

An evaluation is made of the intern's written work, independent study, dailylogs kept in response- to assignments, and ongoing appraisals of current

.teUching performance.

The plan reflects,consideration of the intern's preferred and optimum learn-ing modality(ies) and rate.

168 303

O The4individual draining plan reflects consideration of the intern's past CRITERION 5

experiences working with young children And prior education and training. Individualization

O The plan reflects consideration of the intern's current life situation(i.e., family responsibilities, ages of children, mobility, health, hoursavailable for CDA, etc.).

o The plan reflects consideration of the intern's basic communication skills.

O The plan reflects tIle intern's interests and training priority.

304 169

REY ELEMENT 5.3Training Plan

STRATEGY 53.1

koolbor of vorloblos ors tatomo fotooccOmat i Asvoloping thol isoltwidool

trainfos plan.


C.,

Cross reareams:

Academic boquirmants, JP. $0Zrowning St010, 010h 241*-244Athedu1ia0. P0k 2110-212

305


REY ELEMENT 5.3Training Plan

STRATEGY 5.3.2

A SO* relationship is focused on:whin developing sod implementing theindividual training

ALTERNATIVE ITECHNIQUES

Cross references:

Appraisal, pp. 158-260Counseling, IN 185riebi Supervision, pp. 120,-

222

0


O The field supervisor and intern jointly develop Indicators for observationsrecorded by the field supervisor. These findings enter into the decisionsconcerning training strengths and needs.

O The field supervisor and intern reach consensus on training needs and train-ing priorities.

O Both the field supervisor and the intern sign the individualized trainingplan that lists strengths and training needs.

O The role, responsibility, and commitment of theintern toward implementing the training plan areplan.

field superVisor and therecorded on the training

O Field supervisors maintain a record of, field observations, appraisals, obser-vation conferences, and training plans'. These are accessible to the intern,who receives a duplicate copy of the training plan.

170

307

Section 7:Flexible Scheduling

'II I : . II I I I : I I 0

10.

OVERVIEWTraining Criterion 6, states that training should be flexibly scheduled so thatlength of training time varies according to each intern's rate of acquisition ofthe CDA competencies. Key Elements are Sched4ling and Counseling.

Key Element: Scheduling

An intern should be able to enter the training program at any time during an aca-demic quarter or semester if the training is through an institution of higher edu-cation and at any time during the program year if training is provided through thechild development agency or program. Similarly, exit from the training should bepossible when an intern has acquired the CDA Competencies. Training time variesfrom two months to approximately two years. On ho account should it be the samefor all interns or depend upon completion of a specified number of academic cied-its or hours of supervised field experience. Variables that can influence train-

ing time are:

Intern's present competence

Intern's knowledge of early childhood education and child development

Intern's attitudes toward and understanding of young children

Intern's aptitude to acquire skills and competence in working with children

The nature' of the training program and the skill of the field supervisor.

The flexible scheduling Criterion overlaps and interrelates with other TrainingCriteria. Successful implementation may hinge on the successful implementation ofvalid credit or individualization. Valid credit may be an issue in some academic

settings where a course format for learning units is used. In these cases,interns, although able to demonstrate the CDA Competencies in the middle of theacademic term, may be required to attend academic sessions until the end of theterm in order to receive a grade or academic credits or to graduate. In other

310175

CRITERION 6Flexible Scheduling

OVERVIEW1

cases, interns who are simultaneously working on a Bachelor's, or other degree maYbe required to complete a fixed training schedule.

Difficulties have-also emanated from the Criterion, individualization, when internshave chosen to remain in the training program even though the educational institutionhas Allowed exit on a 'flexible. basis; .In'these cases,CDA'training seems to haVebeen so "safe,1' or assessment for credential award perceived as so:"forebodigt,"-that interns have chosen to continue_the training evenIwhen-judged ready for assess-.ment by their field supervisors. Of course, there is value in ongoing training togain further skillaor understanding, eVen-after an intern fias attained the CDA cre-dential.

Although the intern is to take the initiative in applying for asgessment for creden-tial award, there are ways that the training project staff can facilitate the pro-cess. These include holding orientations; having application forms available; iden-tifying early childhood professional§ who might be available for LAT advisors incases where the field supervisor ia IcTot chosen by the intern or is not available; andrequiring interns to maintain training portfolios from. which items .might;. be chosenfor the assessment portfolio.

1(ey Element: COunseling

Since the CDA is a professional credential, a related goal of CDA training is toacquaint the intern with the child care profession. To do this, the training project-should proi.Tide for personal and professional counseling. Some counseling might beprovided by the field supervisor; however, in some cases it may be necessary torequest outside help.

Early in the training, interns should be provided with opportunities to set personaland career goals in the field of child care. Counseling:procedures should be estab-lished to allow them to raise and discuss issues and concerns.relating to the train-ing program and their, own personal and professional development. This will enable

176 3 3

project staff to: (a) help individual interns with problemsolving, (b) make refer-rals to appropriate sources of help, (c) identify anticipated needs which thetraining project might address, and (d) identifY long-term career developmentgoals. If individual interns do not possess the capabilities for working withyoung children, or have extraordinary difiiculty in attaining the CDA Competen-cies, the project staff may want to suggest other training programs for which theperson may be better suited. Such areas might include teaching older children oradults or working in other human service areas such as health or social services.Followup and placement services should be provided.

Strategies and Alternative Techniques for each Key Element of Training Criterion 6follow.

314

4 177

CRITERION 6Flexible Scheduling

KEY ELEMENTSand theirQUALITY

STANDARDS

KEY ELEMENTS QUALITY STANDARDS

6.1 Scheduling Establish and maintain procedures for interns to enter the train-

ing program at any point, to proceed through the training program

at their optimum rate, and to exit from the program when and if

they have acquired the CDA Competencies.

6.2 Counseling Provide counseling to interns to facilitate their personal and

professional development and to maximize the potential worth of

their CDA training experience or aid them in finding other train-

ing or professions for which they.may be better suited.

178 31 7

STRATEGIES6.1.1 Procedures Are formalized at the academic institution(s) for interns to,

enter and exit the training program at any point in'the academic year,'

whether a course, modular, or multidimensional format for Idarning unitsIs used.

6.1.2 Procedures are formaliZed at the academic institution(s) for interns toproceed through the training program at their optimum' rate, based ontheir acquisition of the'CDA Competencies.

6.1.3 Procedures are formalized at the child devel pment agency or field site

for interns to enter and exit the training p ogram at any point in the

program year and to proceed through the train ng at their optimum rate.

31 179

CRITERION 6flexible Scheduling

KEY ELEMENT 6.1Scheduling

QUALITY STANDARDEstah#sh and maintain procedures:

for interns to- enter the training.1t0grala at any Point-, to Isroceed

through the training program Attheir optimum rate', and to exit rornthe program when-and if they'ha447!acquired' the CI* tompeteOcies.

STRATEGIES


COUTEILION 6 o Academic computer systems are set up to process CDA learning unit cardsFlexible Scheduling (course cards) at any time in the academic year.

KEY ELEMENT 6.1Scheduling

trocedurea are formalized at theacademie inatitution(s) for internsto enter and exit the training Pro,-gram at Olty point, in the aCgdesicyear whether a rourse, modular w 'ormultidimensional, format.for learningunit* is used..

.Cross references':

o Registrar's record systems permit CDA learning unit cards-(course cards) tobe processed at any time in the academic year.

5.

1:1 If the academic quarter or semester ends and CDA interns have not yet demon-strated competence, they receive grades of "Incomplete" until they do so.

Academic Requirernent$1.

pp. 88-90Appraital, pp,_ 159, 160 0 When interns have demonstrated cbmpetence, grades of "incomplete" are removed

..

Credit Equivalency, pp. 92 .... even though the academic semester or quarter is not officially over.

Leariang Stglet pp. 162-164?raining Plant PP, 1.68-169

180 32:j_

ALTERNATIVE TECIINIQUESThe entire CDA training program, including implementation of the CDA-Train7ing Criteria, is an official program at the academic institution and hasbeen officially accepted by the college or university senate.

Each CDA Competency Area carries an offiCial learning unit number (course

number). When an intern demonstrates the Indicators for each FunctionalArea under a Competency Area, the intern's learning unit card is processed

and the intern has the option of proceeding to the next Competency Area andis encouraged to do so.

O Each Functional Area carries an official learning unit number. When anintern demonstrates the Indicators for that Functional Area, the intern's

learning unit card is processed and the intern has the option of proceedingto the next Functional Area and is encouraged to do so.

The CDA intern moves through the training program at his or her optimumrate, banking academic credits until the total number of CDA credits has

been earned. There is no set designated number of academic credits to beearned per semester or quarter. When the intern has acquired all of theCompetencies, the total number of credits is issued.

O CDA learning units carry grades of "pass-incomplete." The grade of "incom-

plete" is given until an intern has acquired the Competencies associatedwith each CDA learning unit, whether the time period to accomplish this hastaken 1,month, 2 semesters, or longer.

322181

CRITERION 6lilexible.Acheduling

KEY ELEMENT 6.1Counseling

STRATEGY 6.1.2-

;Pcocedores are fermelized at theaCidemie- iistitotion(s) foi internato proceed threUgh the traini41 pro.tram-at their optimum ratet based on ,tbeir'ecquiaitionoUtho-CDA Co***tenciee.

Cross references:

Academic AeqUirernentstNu 88-90

Appraisa2, PP. 1991 160Credit Equivalency, pp, 92 -

95Curriculum (Administrative

Procedures), ;4 60Learning Style, pp. 162 -164-Training Plan, MI, 466, 469

IDILEFEJII0Pi6-Olexible Scheduling


CDA training requirements and procedures for entry andiexit into the trainingprogram are described in the child development agenry's or field site'scareer development materials.

KEYEIJEMENT_Ci.Sale 4u1ing.

STRATEGY 4.13 .

Procedures ire forialized at thechild developeent agency or fieldsite far intern* to enter and exitthe training progra* at any point inthe program year and 'to proceedthrough the training at their opti-mum rate.

ALTLIINATI*E,TECHNIQUES:

Cross xeferencestCosoUniCation and Coordina-

tion, pp. 2-54Curriculuat (Materials and

Resources), p.Field Site(s), pp 209, 220Zearning Style, pp. 2.62-.264

O Training tgecords are established and maintained at the child developmentagency or field site to facilitate training program entry and exit.

O All eligible child development agency 'okv."Tield site staff are placed on apriority list for training; when one intern finishes training', or mustAropout at any time, the next staff member on the list moves into the trainingslot.

182

STRATEGIES6.2.1 The field supervisor provides personal and professional counseling to

the intern.

4,

6.2.2 The CDA Personal Capacities are highlighted during the training programto aid personal and professional development.

6.2.3 Procedures are establisheefor counseling an intern "out"'of CDA train-ing, when necessary.

326

CRITERION .6Flexible Scheduling

KEY ELEMENT 6.2Cdunseling

911AMillrialAIVEN1110

Provide counseling to interns to

facilitste their personsl and pro-fessional development sad to maxi-mize the potential worth of theirCDA training experience or aid themin finding other training or profes-sions for which they may be bettersuited.

STRATEGIES

ClillnE *kWFlexible Scheduling

KEY ELEMENriaCounseling

SIVATEGY 6141The field superiieor provides per-sonal and professional counseling tothe intorno

ALTERNATIVETECHNIQUEk

CroSs referenOes:

ApprAisal, p 156Field Supervzsion, pp. 1210- 123

staff, FP. 75, 78


o Field supervisors receive special-training in counseling techniques and pro-(cedures.

'Field supervisors are provided with baekup support services.

Supervision and counseling background and experiences are included in thecriteria for screening and selection of field supervisors.

O During the training, field supervisors hold seminars for interns to discusscareer goals and issues related to personal and professional development.

1843 9


0 The Personal Capacities are discussed in CDA orientation sessions.

Implications concerning the Personal Capacities and the relationship ofthese qualities to successful teaching of-young children are discussed dur-ing the training process.

O Personal Capacities are included in academic and field experiences°.

O The Personal Capacities are ,included in the ongoing appraisals and treatedas Indicafors of competence.

O Work_teward-acqUisition of the Personal Capacit:fes is included in the indi-vidualized training plans.

'330 185

CRITERION 6Fiejtible Schedulins

limincuumumnr442Counieling .

STRATEGY 6.2.2

The-:CDA Pirsonel Capacitiot Arthighlighted during the training pro-gm*. to aid personal and profes-sional development.

FALTERNAtift-1TECHNIQUES

Cross refe epees;

Curriculum (Acadeadc Con-tent), A 64

Curriculum. (Materials andResources),.. PP 47, 61

Field Supervision, ;4 121training Plan, $14 268-170

CRITERION 6flexible Scheduling

KEY ELEMENT 62Counseling

STRATEGY, 6.2 3,

Prociduras are estabitshed for caulk-satins an Utter* "out" of CDA train-ins, when necessary.

ALTERNATIVE, TECHNIQUES

cross keftrences:

communication and Coordina-tion. RI,* 53# 56 -,Veld Experzencego p. 139

Veld Supervion, pp. 220-125

33?

_

0


O Counseltng "out" is an issue that is brotight up and disicussed during personaland professional development seminar sessions.

O A seminar session on Personal Capacities focuses'On-the ethical responsibil-ities of interns to young children and to the profession.

O A support system for making referrals to appropriate sources is provided- for:interns in need of additional "help."

A support system for finding other 'training programs'is provided for internswho are counseled "out" or have opted out of the program on their own accordbecause of increased self-awareness (focused on during the training).

O Followup placement services are provided to dnterns who are counseled "out"or who have opted out themselves.

0

186 333

Section 8:Summary and

ConcludingStatements

In this Chapter information was presented to assist those interested in obtaining SUMMARYCDA training or those providing CDA training to understand, in detail, the CDATraining Criteria and their relationship to the delivery of quality training.This Training Guide is based on the assumption that the Training Criteria areessential to quality training. Quality.CDA training is:

Individualized training that is based on the CDA Competencies, providesa balance and integration of academic and field experiences and theaward of valid credit, and permits CDA interns flexibility in durationand pace of training as they focus on and attain the goal of acquisition

, and demonstration of the CDA Competencies.

The information was presented in a format consistent with basic CDA concepts,philosophy, and procedures. The Training Criteria have the same basic relation-ship to quality training as the CDA Competencies have to quality care for chil-dren. Quality care for children is fostered-when teaching staff have acquired anddemonstrated the CDA Competencies, and quality training is fostered when training:projects adhere to the CDA Training Criteria.

The broadly stated CDA Training Criteria parallel the CDA Competencies by provid.°ing both structure and flexibility. The CDA Competencies are based on the assump-tion that broad guidelines can be formulated for staff without violating thedivergent educational Views or cultural and ethnic backgrounds of Various childcare providers. The CDA Training Criteria, because they are also broad guide-lines, provide a-framework in which,training projectecan meet the needs and pre-ferences of local communities and ai the sathe time maintain CDA principles andpractices. There is no one way that a CDA candidate or intern must demonstratethe Competencies, and there is no one way that a CDA training project must adhereto the Training Criteria.

This chapter provides the structure and flexibility of the CDA Training Criteriathrough its format. Specifically, it:

335

CDA Training Criteriaand CDA CompetencyParallels

336191

cONCLUDINGSTATEMENTS

33 '1

1. Delineates the CDA Trainfhg Criteria into Key Elements and Strategies.

2. Establishes a quality standard, or definition, for each Key Element.

3. Further delineates the Strategies-into Alternative Techniques, or approaches toimplementing the various Strategies. The purposes for this additional delinea-tion are:

To provide specific, concrete examples and thereby add clarity and specifi-city to the -OA Tfaining Criteria.

To demonstrate that adherence to the'Training Criteria does not equate withconformity in training approach, but,rather demonstrates the-tremendousflexibility possible under the CDA Training Criteria.

The format of this chapter lends itself to a variety of creative uses for, trainingproject self-study in determining the extent to which qualitY training is.provided.'It can also be used as-a resource tool for orienting new staff member's or for pre-senting information about optimal CDA training. Training providers and trainin$ con-sumers, workinvas a team, can use the format as a resource for monitorineandgevalu-ation of the project.

The concept of training, assessing, and credentialing child care staff based On theirability to adquire and demonstrate competence while working with children in thechild deveropment setting was first 'announced by ACYF in 1971. 'Since that tiMe,these CDA concepts have been actualized through the implementation oftraining pro-grams and through the Credential Award System. Training and assessment, although'separate components of the CDA program, are interrelated through the CDA Competentiesand basic CDA concept and-principles.

The CDA Training Criteria, although separate components of CDA training, are alsointerrelated through the.CDA Competencies and CDA concept and principles. Judgmentsabout quality training are like judgments about an individual's competence during

192 3 38

training and in the assessment process. Each Functional Area is discussed andappraised separately, but in the final analysis, the'individual's oVerall perfor-mance in terms of the CDA role definition is taken into consideration. Teachingmust be viewed as an integrated whole.

Likewise, training project staffs can.determine the project's adherence to eachTraining Criterion by appraising the,extent to which Alternative Techniques andStrategies meet the quality standard for eath Key Element. In the final analysis,however, the project's overall functioning must be viewed in terms of.the defini-tiOn of quality tralning and its success in helping interns acquire the CDA Compe-,tencies.

The quality of the overall functioning of the CDA deilds on the extent to whichknowledge, skills, and attitudes embodied in the CDA,Competencies and PersonalCapacities have been integrated. The quality of CDA training will depend on theextent to which that integration has been facilitated. Quality care for childrenis the ultimate goal.

3 3 d

193

, V,

111:-

IP

le, i...,:t..

It

Appendix A:f

Glossary ofCD4 Termsand Procedures

Appraisal, initial appraisal, and ongoing appraisalThe processes by which train-ing programs and interns themselves make judgments about the competence demon-7strated by a CDA intern during trai4ng.

Assessment--The process by which the organization responsible for award of the CDAcredential makes judgments about the competence demonstrated by a CDA candidate.

Bilingual (Spanish-English)/Bicultural Competencies--Additional competencies forteachers who work in bilingual (Spanish-English)/ bicultural child care settings.Teacher& should have knowledge and skills in the six CDA Competencies and in:,

4 Comprehending and communicating with children and adults in both languages,and

Supporting children's ethnic identity and self-concept by making culturalexperiences an integral part of the daily program and supplemental activi-ties.

CDA, Child Development Associate--A person able to meet the specific needs of agroup of children in a child development setting by nurturing children's physical,social, emotional, and intellectual growth; by establishing and maintaining a pro-per child care environment; and by promoting good relations between parents andthe child development cenfer./1/

1The Child Development Associate (Washington,. D.C.: Department of Health, Educa-

tion, and Welfare, Pub. No. (ODHS) 77-31049).

197 312

-

CDA Assessment--The.phase in the CDA Credential Award SYstem in which the CDA can-didate's competence in working with young children is determined./2/ This assess-ment is conducted by a team of persons, the Local Assessment-Team (LAT), made bpof:

The CDA candidateThe candidate's LAT advisorA parent-community representativeA CDA representative.

Each member collects information on the candidate's performance. This informationis brought to the LAT meeting, where members study, discuss, and evaluate theinformation in relation to the CDA competency standards. They then make a recdin-

mendation regarding award of thg CDA credential.

CDA candidate--The person who has been officially registered as a candidate forthe CDA credential by the organization responsible for the CDA Credential Award(System. ,

2The hild Development Associate Applicaton Book (Washington, D.C.: CDA National

Credentialing Program, Bank Street College of Education, 1981).

198 34.3

CDA Competency Areas--The basis of training and' credentialing for.Child Develdp-ment Associates./3/ The CDA id expected'to demonstrate competence in six areas.(See p. 15 for a list of the CDA Competencies.)

CDA Competency Standards--These are. definitions of the 13 Functional Areas thatfurther delineate the-six broad CDA Competency Areas. .Functional Areas were _

developed and defined by the CDA Consortium in order to direct the focus of observation within the Competency Areas.

CDA Credential Award System--The system developed by the CDA Consortium that pro-vides for all necessary contracts, communications, evaluations, and activitiesrequired of a person seeking the CDA credential. Six phases are included:

1. Pre-entry process2. Intake and initial assessment activity3. Candidate readiness4. Team assessment5. Award6. Post-award activities./4/

3Becoming

Department

4

a Child Development Associate: A Guide for Trainees (Washington, D.C.:of Health,'Education, and Welfare, 1975).

The Child Development Associate Application Book. Op. cit.

CDA Curriculum Terms/5/

Academic content. The eSsential content that supports the development ofappropriate attitudes, skills, and conceptual knowledge for competency acqui-sition.

CDA curriculum. An interrelated set of instructional-and organizational com-ponents designed to enable interns to acquire and demonstrate the CDA Compe-tencies.

CDA intern--The person (frequently called trainee) in CDA training whose goal isacquisition of the CDA Competencies and the CDA credential.

CDA Training Criteria--The guidelines for implementing, CDA. Training. (See p. 24 .

for a list of the CDA Training Criteria.)

Field Supervisor--The person (frequently called trainer) who -advises, counsels,guides, instructs, and.assists CDA interns in their field work during the trainingperiod.

Indicators--Subcategories of skills related to the six CDA Competency Areas and 13Functional Areas. They are kinds of behavior and types of activities which indi-cate that a child caregiver is performing competently. They provide a basis forobservations and for classifying Or categorizing observations of.a.- candidate's(intern's) performance within each Area.

1LAT advisor--The person (formerly called trainer) who observes and advises the CDAcandidate during the assessment period for award of the CDA credential.

.5These terms are explained further in The Child Development Associate Program:

Guide to Curriculum Development (Washington", D.C.: 1981).

20034:5

Personal Capacities--The patterns of relating to children identified as essentialto the CDA's ability to demonstrate the CDA Competencies. (See p. 17 for a listof CDA Personal Capacities.)

Portfolio documentation--A method by .zhich the CDA intern (or candidate) documentsevidence of demonstrated competence. Examples might be lesson plans, case stud-ies, or descriptions of parent involvement projects.

201346

Appe dix B:Resources for the

,C rogram

34f

Over the years a wide variety of CDA curriculum*and training materials have beendeveloped. These include both printed and audiovisual materials that focus on the

CDA Competency Areas, the separate Functional Areas, the Personal Capacities,Bilingual/ Bicultural training competencies, the CDA Training Criteria, and facetsof the CDA Credential Award System.

For further information contact:

Chief of Education BranchDevelopment and Planning DivisionAdministration for ChildrewYouth,

and Families 6

P.O. Box 1182Washington, DC 20013(202) 755-7794

1Dr. Robert C. GrangerExecutive DirectorCDA National Credentialing Program1341 G Street, N.W.Suite 802Washington, DC 20005(202) 638-6656, (800) 424-4310

The Eric Clearinghouse on Elementary and(ERIC/EECE)

College of EducationUniversity of IllinoisUrbana, IL 61801(217) 333-1386

Media Productions, Inc.Box 1052Columbia, MD 21044(301) 465-1116"

(for slide/tapes and 16-mm films)

Early Childhood

346 205

The Head Start Bilingual/Muiticultural Resource Centers established by ACYFto assrst Head Start grantees in developing bilinglual/bicultural and multi-,cultural programs:

Region II

Head Start-Columbia UniversityTeachers College

-52a West'120th StreetNew York, NY 10027-

. (212) 678-3100

Region VI

Intercultural DevelopmentResearch Associates

5834 Callaghan, Suite IIISan Antonio, TX 78228(515). 684-8180

206

Region VIII

Inter America Research Associates910 -.16th Street, Suite 722Denver, CO 80202(303) 534-1290

Region IX

Development Associates693 Sutter Street, 3rd FloorSan Francisco, CA 94102(415) 776-0120

343

1. a

The Home Start Training Centers (HSTGO established by ACYF to provide tech-nical assistance to Head Start programs choosing the home-based option andtraining.for home visitors:

Regions I, II, III Region VII

West Central, West Virginia Copaunify 5ebraska Panhandle OAActioh Association, Ihc. 1840 Seventh ,

_

804 Ann Street P.O. Box 340

P.O. Box 227' Gering, NB 69341

Parkersburg, WV 26101 (308) 436-5076

(304) 485-4455 1

,

Region IV . qlegion VIII.

Iv< -7-

'Clinch-Powell Educationa'l Cooperative , Bear kiver Community Action Agency

P.O. Box 279 495 East 5ih Southo

Tazewell, TN 3787-9 jbogan, UT 84321

(615) 626-9270 (801) 753-0951

Region V, IMPD Region IX.

Portage Project Alemeda Xanthos

P.O. Box 564 Home-Based Resource Center

Portage, WI 53901 1724 Santa Clara Avenue

(608) 742-8811 Alemeda, CA 94501(415) 522-8363

Region VI

ARVAC, Inc.P.O. Box 2110Russellville, AR 72801

(501) 968-6493

3 u207

The Resource Access Projects (RAPS) established'by ACYF to provide trainingand technical assistance to Head Start programs in implementing the require-ment that 10 percentum of enrollment opportunities be made- available forhandicapped children:

Region I

New England RAPEDC - 55 Chapel StreetNewton, MA 02160(617) 969-7100,,ext. 452(CT, ME, MA, NH, RI, VT)

Region II

Resource Access Project, hegion IINew York UniversitySchool of Continuing Education3 WashinOon Square Village,.Suite 1MNew York, NY 10012(212) ,598-2144

r(NY, NJ)

Region III

- Georgetown University RAP3800 Reservoir:Road, N.W.Washington, DC 20007(202) 625-3639/3694(DE, MD, PA, VA, WV, DC)

Region IV.

Resource Accesi ProjectChapel Hill Training-Outreach ProjectLincoln Center,Merritt Mill RoadChapel Hill, NC '27514(919) 967-8295(NC, SC, FL, GA)

Mississippi RAPFriends of Children Head Start119 Mayes StreetJackson, MS 39213(601) 362-9154(MS)

Nashville RAPThe Urban Observatory of Metropolitan

Nashville-University CentersPeabody College ofVanderbilt University

P.O. Box 317Nashville, TN 27303(615) 329-1965(KY, TN, AL)

. Region V

Portage Project/RAP626 E. Slifer StreetP.O. Box 564Portage, WI 43901(608) 742-8811(WI, MI, MN)

\tt,

University of Illinois RAPColonel Wolfe School403 East HealeyChampaign, IL 61820

(217) 333-3876(IL, IN, OH)

Region VI

Texas Tech University-RAPSpecial Projects DivisionP.O. Box 4170Texas Tech University-Lubbock, TX4 79409(806) 742-3112 ,

(TX, LA, AR, ok, NM)

Region VII0

Region VII Head Start RAPChildren's Rehabilitation UnitMaiversity of Kansas Medical Center39th and Rainbow BoulevardKansas City., KS 66103(913) 588-5961 -

(IA, KS, MO, NE)

,Region VIII

University of Denver'NAP,.Denver Research Insti,tutle-IltSA-University of DenverDenver, CO 80208

(303) 753-3484/753-3485_(CO , MT, NP, SD,

4.

Region IX

Resource Access eroject, Region1741 Silverlake BoulevardLos Angeles, CA _90026(203) 644-2937(CA, AZ, NV) .1;)

Pacific RAP ,

Castle Memorial HallU.E.S. 1021776 University AvenueHonolulu, HI 96822(808) 948-9639(HI, PT GM, OM)

Region X

IX Portland State UniversityP.O. Box 1491 .

Portland, OR 97207' (503) 229-4815LID, OR, WN)

Alaska, Special Services RAP'700 HStreet, Suite 9Anchorage, AK 99501(907) 274-1665(AK)

RAP

353.210 *U.S. GPERNMENT PRINTING OFFICE 1982 22-026/5828

I

ACKNOWLEDGMRNTS

Authors

Trudy M. Hamby, Ph.D.University Research Corporation.Jenni W. Klein, Ed.D.Terry Lewis, M.P.A.Head Start BureauAdministration for Children, Youth,

and Families

Reviewers

Robert L. Blaney, Ph.D.Raymond C. Collins, Ph.D.Head Start BureauAdministratibn for Children, Youth,

and Families

William Biarse, M.S.Sarah B. Hardy, Ph.D.Leroy JOnes, M.A. .

Warren Kinsman, B.A.University Research Corporation

--.4.

University Research Corp Oration Production Staff s' ..

-Editor: Elizabeth W. ScullinGraphic Designer: Susin V. HartPhotogr'aphert L'eigh Wach.ter .

Word Processing: Anne E. King.Typist: Janet Nagler

This series on the Child Development Associate Program was developed as part of the ,Child DevelopmentAssociate Project, ant initiative of the 'Head Start Bureau, Administration for Children; Youth, and Families, toimprove the quality of care for young children. Other volume'S in the series 'are:

A Guide to Curriculum DevelopmentA Guide to Field SupervisionA Guide to Program Administration

354

DHHS Publication NO. (OHDS) 82-31171,

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DOCUMENT RESUME PS 013 163 Hamby, Trudy; And Others · DOCUMENT RESUME ED 229 099 PS 013 163 AUTHOR...

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Transcript of DOCUMENT RESUME PS 013 163 Hamby, Trudy; And Others · DOCUMENT RESUME ED 229 099 PS 013 163 AUTHOR...